Abstract
AbstractIn all, 15 Latina mothers participated in a 10‐week bilingual family reading project implemented at a public elementary school in rural Texas. Convivencia and pláticas were critical components for the implementation of the family reading project. Thus, the research question guiding the present article is as follows: How can pláticas with Latina mothers participating in a bilingual family reading project help us learn about their literacy interests and learning needs? Data sources included demographic questionnaire, research journal, family memory books, and video recorded interviews. The importance of convivencia emerged through the analysis of the data collected. Study findings underscore the conceptualization of convivencia as a way to explore personal and family stories, negotiating conflicting viewpoints, and being together. Similarly, pláticas allowed the participants to co‐construct knowledge, identify differences and commonalities, be vulnerable and reflective, as well as participate in dialogue about difficult topics.
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