ABSTRACT This qualitative case study examined the creation process and final artifacts of two biliteracy family projects that children and families from Mexican immigrant backgrounds collaboratively created as part of classroom instruction. Data were collected during five months in a first grade bilingual classroom with 22 students and centered on six focal families. The theoretical lenses of critical race theory and community cultural wealth served to analyze how biliteracy family projects facilitate the integration of children and families’ experiential knowledge in a bilingual classroom and how such experiential knowledge emerges as forms of capital in the final products and during the creation process. Findings highlight how children’s experiential knowledge and culturally simultaneous identities appeared through a collaborative process, and how parents facilitated and negotiated their children’s cultural simultaneity as forms of capital. This facilitation included parental strategies that engaged multiples forms of community cultural wealth to avoid cultural loss and enact resistance. This article argues for an integrated and culturally sustaining classroom-based approach to merge classroom instruction with experiential knowledge while fostering meaningful family collaboration that illuminates the multiple forms of community cultural wealth in their experiences and lives outside of school.

中文翻译：

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墨西哥移民家庭的经验知识作为资本和阻力

摘要 本定性案例研究检查了两个双语家庭项目的创建过程和最终成果，这些项目是来自墨西哥移民背景的儿童和家庭作为课堂教学的一部分共同创建的。数据是在一年级双语教室的五个月内收集的，该教室有 22 名学生，集中在六个重点家庭。批判种族理论和社区文化财富的理论视角有助于分析双语家庭项目如何促进儿童和家庭在双语课堂中的经验知识的整合，以及这些经验知识如何在最终产品和创造过程中作为资本形式出现过程。调查结果强调了儿童的经验知识和文化同步身份是如何通过协作过程出现的，以及父母如何促进和协商作为资本形式的孩子的文化同时性。这种促进包括父母策略，这些策略利用多种形式的社区文化财富来避免文化损失和实施抵制。本文主张采用一种综合的、文化上可持续的课堂方法，将课堂教学与经验知识相结合，同时促进有意义的家庭合作，以阐明他们在校外经历和生活中的多种形式的社区文化财富。