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<p>Many studies on bilingual mother-child dyads highlight the central role of mothers in cultivating children’s identities. However, there is a pressing need to better understand how mothers fulfill this role through informal digital learning strategies in contexts like Iran, where sanctions impose severe limitations on digital access and resources. Fifty short video clips (approximately 42&#xa0;min total) from five Iranian mother-child dyads were recorded during informal digital learning, with at least eight clips per dyad. Additionally, six bilingual children and their five mothers were individually interviewed for about 30&#xa0;min each. The data underwent deductive and inductive coding, followed by thematic and lexicometric analysis. The findings reveal the convergent and divergent perspectives of mothers and underscore their crucial role in cultivating their children’s identities. These insights can guide English Language Teaching (ELT) stakeholders, especially language teachers, in understanding mothers’ impact on children’s identity construction and the benefits of connecting home and school activities for children’s future learning. In particular, the findings provide a foundation for developing practical strategies to support mothers in their identity-cultivating role and designing teacher training programs focused on effective home-school collaboration, especially within contexts facing digital or resource constraints.</p>

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Mapping Iranian Bilingual Mother-Child Dyads’ Funds of Identity during Extramural Informal Digital Learning of English

  • 期刊论文

  • 发表日期：

    2025年11月4日

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  • Ali Soyoof,
  • Afsheen Rezai,
  • Barry Lee Reynolds,
  • Boris Vazquez-Calvo

摘要

Many studies on bilingual mother-child dyads highlight the central role of mothers in cultivating children’s identities. However, there is a pressing need to better understand how mothers fulfill this role through informal digital learning strategies in contexts like Iran, where sanctions impose severe limitations on digital access and resources. Fifty short video clips (approximately 42 min total) from five Iranian mother-child dyads were recorded during informal digital learning, with at least eight clips per dyad. Additionally, six bilingual children and their five mothers were individually interviewed for about 30 min each. The data underwent deductive and inductive coding, followed by thematic and lexicometric analysis. The findings reveal the convergent and divergent perspectives of mothers and underscore their crucial role in cultivating their children’s identities. These insights can guide English Language Teaching (ELT) stakeholders, especially language teachers, in understanding mothers’ impact on children’s identity construction and the benefits of connecting home and school activities for children’s future learning. In particular, the findings provide a foundation for developing practical strategies to support mothers in their identity-cultivating role and designing teacher training programs focused on effective home-school collaboration, especially within contexts facing digital or resource constraints.