Decades of research show that many Latinx families desire schooling that supports both English development and the maintenance of Spanish. As part of a language education collective at the University of Illinois Chicago, a group of Latina scholars, mothers, and students began organizing in spring 2022 to examine the Spanish linguistic landscape of Chicago and how access to Dual Language Bilingual Education (DLBE) programs has shaped Latinx families’ ability to sustain cultural and linguistic practices. While existing research often centers immigrant parents’ efforts to support English development alongside home language maintenance, this session highlights the experiences of second-generation Latina mothers who had limited access to Spanish-language education in their own schooling and are now navigating dual language programs through their children. Drawing on their narratives, participants will explore implications for culturally sustaining curriculum, family–school partnerships, and parent engagement strategies that strengthen collaboration with a diverse range of Latinx families and support more responsive dual language curricula.
