Building Bridges Between School and Home

Abstract

The impact of immigration on Latinx students and their families' lives continues to be important for understanding the need for better serving this population in schools. The qualitative case study reported in this chapter explored how a bilingual first-generation Mexican teacher, in the U.S.-Mexico borderlands, drew from first- and second-generation Latinx students' and their families' lived experiential knowledge in regards to immigration throughout a literacy project. The study sought to contribute to a nuanced understanding of how culturally relevant children's literature coupled with immigrant families' stated lived experiential knowledge facilitated learning about complicated social issues such as immigration. Findings of the study show ways a teacher effectively built bridges between school and immigrant homes.