What type of study is this?

This is a Literature Review study (also classified as: Observational).

“No les está mixteando”: Mexicano Bilingual Teachers’ and Immigrant Parents’ Constructions of Bilingual Identity in the U.S.

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Qualitative analysis reveals differing views on bilingual identity in Mexicano families and schools, underscoring complexities in advocacy efforts.

Bilingual identity is perceived differently by Mexicano bilingual teachers and immigrant parents, leading to diverse educational approaches.
Teachers emphasize translingual practices to support bilingual identities in classrooms, while parents prefer language separation for academic success.
Identity constructions among stakeholders highlight the influence of U.S. language policies on Mexicano families' bilingual development.
Strong home-school relationships are essential for fostering bilingual development, indicating shared responsibilities between teachers and parents.

Zúñiga et al. (2025) studied this question.

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Qualitative analysis reveals differing views on bilingual identity in Mexicano families and schools, underscoring complexities in advocacy efforts.