Resolving conflicting linguistic traditions and struggling with new identities are significant challenges for immigrants to the United States. This case study introduces an immigrant mother from Mexico who renamed her youngest son on his first day of first grade to avoid the widespread stereotypes and academic stagnation experienced by her two older sons. Such (re)naming practices constitute and represent the very precarious social and institutional relationships taking place in schools involving immigrant children. In this case study, there was indication of negative aspects of assimilation processes taking place as the family adapted to a new culture and language. For example, the misconception is still widespread that efforts to learn two languages rather than just one diminish a child’s ability to learn other things, which should be learned. However, research in language acquisition and development, points to bilingualism and multilingualism as resources rather than deficits (Souto-Manning, 2006).
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Souto-Manning, M. Immigrant Families and Children (Re)Develop Identities in a New Context. Early Childhood Educ J 34, 399–405 (2007). https://doi.org/10.1007/s10643-006-0146-3
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DOI: https://doi.org/10.1007/s10643-006-0146-3