Second-Generation Bilingual Latina/o/x Children in a Rural Community: Socialization Through Home, School, and Religious Literacies/Biliteracies

The purpose of this study was to investigate how second-generation emergent bilingual Latina/o/x children are socialized to language and literacy practices in their rural community's school, home, and religious context. Gathering from theoretically grounded and research-based studies on language socialization, a qualitative study using ethnographic methods was conducted to explore how literacy practices influence heritage language (espanol "del rancho"), culture, and the acquisition of biliteracy throughout the different sites. Socialization via language and literacy practices was analyzed using an open coding process and thematic analysis. This study highlights the literacy practices children engaged in that influenced their linguistic repertoire and bilingual experiences. As they acquired these languages and varieties, they co-constructed specific cultural identities such as vaquero/a identities that were influenced by Mexican cultural and ties with living in a rural community. Furthermore, data analysis also addressed how school practices would shift them away from their acquisition of biliteracy, while language and literacy practices at home and in religious institutions would shift towards their acquisition of biliteracy. The study contributes to research that examines how second-generation Latina/o/x children in one rural community in the United States engage in practices that influence their language maintenance of Spanish and their acquisition of biliteracy.