LWRS June 2020 Volume 1, Issue 1

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Marlene Galván to engage with the dominant institutional language while maintaining the integrity of the home language used to communicate in personal relations” (p. 108). MANOS’s support for this type of engagement came through the sustained, nurtured trust of care and commitment, creating a safe space for brokered performances and translanguaging events that addressed the immigrant bargain. Chapter 6, “Tareas, Community, and Brokering Care: Mentoring Local Languages and Literacies” concludes Alvarez’s research with a call for the use of a plurilingual model for K-12 schools, university teacher education programs, and grassroots organizations to practice collaboration in ethnographic fieldwork, creating a group community literacy specialists Alvarez refers to as educator-ethnographers. This model, according to Alvarez “[derives] generative themes, crafts, and vocabularies reflective of the linguistic repertoires of local communities” as well as teaches educators to be aware of and attentive to “subtractive policies that blame students’ languages and families by characterizing them as shortcomings (p. 143). Alvarez’s time at MANOS concludes with the book; however, he finishes with suggestions for educator-ethnographers to continue the work of meaningful community literacy cooperation. Alvarez’s final claim explicitly points to the importance of community and academic partnerships, a claim that supports one of the book’s underlying assertions, an assertion Alvarez acknowledges is not new…that bilingualism is a civil right. Through Brokering Tareas, Alvarez offers an in-depth ethnographic study of MANOS that broadens public understanding of translingual communicative acts, foregrounding the complexity and richness of such acts. Informed by his positionality, his in-depth involvement in the community, the book’s methodology noticeably possesses a deep sense of respect and responsibility to ethical and reciprocal research within this community. While Alvarez acknowledges that his book does not address the gender dynamics of these brokered translanguaging events, his work certainly opens the conversation to these contributions. Overall, Alvarez constructs a sophisticated, well-sequenced examination of community and literacy that grapples with the recognition that “the force of academic English’s legitimacy to dominate certainly does not necessitate believing in a mainstream way of speaking, reading, or writing” (xxi). Rather, Alvarez argues, “ideological dispositions and preferences communicated through discourses that sanction the immigrant bargain are instilled in individuals over long, slow processes” and his work seeks to “focus [on] these dynamic contributions aimed at advancing immigrant families’ emergent bilingualism” (xxii). LWRS, 2020, 1(1) | 194
Review of Brokering Tareas Endnotes 1. Land acknowledgement – Lubbock County, Texas. (2020). Retrieved April 03, 2020, from https://www.co.lubbock.tx.us References Alvarez, S. (2017). Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies. State University of New York Press. About the Author Marlene Galván was born and currently resides in the Texas Borderlands. She is the granddaughter of Mexican immigrants, daughter of Mexican American parents, and mother to one beautiful boy. She is a lecturer in the First Year Writing Program at the University of Texas Rio Grande Valley and Ph.D. student in the Technical Communication & Rhetoric program at Texas Tech University. LWRS: Latinx Writing and Rhetoric Studies ISSN 2687-7198 https://latinxwritingandrhetoricstudies.com LWRS: Latinx Writing and Rhetoric Studies is an open-access, peer-reviewed scholarly journal published and supported by the NCTE/CCCC Latinx Caucus. Articles are published under a Creative Commons BY-NC-ND license (Attribution- Noncommercial-NoDerivs) ISSN 2687-7198. Copyright © 2020 LWRS Editors and/or the site’s authors, developers, and contributors. Some material is used with permission. LWRS, 2020, 1(1) | 195
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