Abstract
ABSTRACT The article examines how a Mexican second grade dual language teacher guided his Latinx bilingual students in exploring Día de los Muertos, a cultural practice. Through the Día de los Muertos project, parents responded in a variety of ways. Some parents learned about Día de los Muertos for the first time, other parents remembered participating in the commemorative practices in their country of origin, while a couple of parents were completely in opposition to the thematic project. A key finding of the qualitative study is that teachers need to recognize and be aware of the heterogeneity of Latinx parents’ responses to Día de los Muertos as a cultural practice. Learning parents’ perceptions of Día de los Muertos early on can inform the pedagogical practices of implementing the thematic unit.
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