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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.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. Mentor texts are defined as “any texts that you can learn from” (Fletcher, Citation2011).