This article features the literacy practices, resources, and strategies reported and observed in two households, by Latina mothers and their children in elementary school. Drawing on asset-based frameworks (funds of knowledge, transnational literacies, and family language policies), the analysis presents case studies of two households, featuring the perspectives and practices of mothers and children who participated in a community-based family literacy program. Findings center on issues of access to texts and technology, views on academic literacy practices, and selection of educational resources that promote bilingualism, biliteracy, and transnational understandings of culture and inequality. Implications for text selection, inclusion of bilingual language practices, and collaboration with families in equitable home-school partnerships are described.

中文翻译：

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双语家庭对家庭扫盲资源和支持的看法

本文介绍了拉丁裔母亲和他们的孩子在两个家庭中报告和观察到的识字实践、资源和策略。利用基于资产的框架（知识基金、跨国扫盲和家庭语言政策），分析呈现了两个家庭的案例研究，以参与基于社区的家庭扫盲计划的母亲和儿童的观点和做法为特色。调查结果集中在获取文本和技术的问题、对学术素养实践的看法以及促进双语、双语和跨国文化和不平等理解的教育资源的选择上。对文本选择的影响，包含双语语言实践，