Sibling carework and learning across dual language bilingual spaces

This qualitative study reports how Latine/x sibling children supported each other’s transformative learning and well-being within a dual language bilingual (DLBE) program. Findings demonstrated how Latine/x siblings engaged in interdependent, knowledge generation, reciprocal carework, and heterogeneic, affective forms of linguistic expression across less-supervised, often overlooked, DLBE spaces (hallway, nurse’s office, cafeteria). As part of these efforts, they negotiated vectors of oppression that place borders around their knowledge traditions, identities, languaging, and relations. Findings from this study urge bilingual educational leaders and scholars to enact programming, leadership structures, and pedagogical approaches that elevate children’s carework, understandings, and identities as family members, as levers for multigenerational, emancipatory education and mobilization.