This article examines the experiences of Latina mothers in one two‐way immersion Spanish‐English bilingual program in the United States. Through a qualitative analysis of ethnographic interviews and their selective transcription as verse—or antropoesía—this analysis seeks to illuminate the phenomenological aspects of what it means to be a Latina migrant mother. These poetic transcriptions evoke the themes of migration, of not knowing English, of discrimination, of resistance to English‐only discourses, and of pride in children’s bilingualism. Understanding the experiences of Latinx immigrant parents in schools is critical for both research and practice, given the important role that families and caregivers play in the education of children. In order to do justice to such experiences the author argues that we must learn to critically listen, and to do so requires us to represent our participants’ experiences differently in our work.

中文翻译：

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PeroAquíse HablaInglés：拉美裔移民母亲通过Antropoesía受到歧视，抵抗和骄傲的经历

本文研究了拉丁美洲的母亲在美国的一种双向浸入式西班牙语-英语双语教学中的经历。通过对民族志访谈的定性分析及其作为经文或反义词的选择性转录-该分析旨在阐明现象学方面的观点，即成为拉丁裔移民母亲意味着什么。这些诗意的记录唤起了以下主题：迁徙，不懂英语，歧视，对仅英语的话语的抵制以及对儿童双语的骄傲。鉴于家庭和照顾者在儿童教育中所起的重要作用，了解拉丁裔移民父母在学校的经历对于研究和实践都至关重要。为了公正对待此类经历，作者认为，我们必须学会批判性地聆听，并且这样做必须要求我们在工作中以不同的方式代表参与者的经历。