In this article we draw upon the ethnography of language planning and policy (LPP) to examine the complexities of how young Latino children with a recently deported parent engage with family language policies within their routine interactions. We explore the following questions. (1) How do US elementary school-aged children engage with, resist, and refashion family language and literacy policies alongside their parents in the face of parental deportations to Mexico? (2) How do children's and parents' experiences with monoglossic ideologies of schooling in the USA and Mexico shape family LPP and migratory decisions?
Office of Civil Rights
Federal Programs and Grants
Family and Community Involvement