The Integration of Mexican Culture in the Development of Mexican Student Literacy PDF Download

Author: Sofia Yolanda Baltazar
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 496

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Author: Robert Moonan
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 192

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Author: Bryant Jensen
Publisher: Teachers College Press
ISBN: 0807772380
Category : Education
Languages : en
Pages : 361

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The “Latino Education Crisis” not only threatens to dash the middle class aspirations of the nation’s largest immigrant group, it is also an ominous sign for democratic engagement and global competitiveness for U.S. society as a whole. This timely book argues that this crisis is more aptly characterized as a “Mexican Education Crisis.” This book brings together voices that are rarely heard on the same stage—Mexican and U.S. scholars of migration, schooling, and human development—to articulate a new approach to Mexican-American schooling: a bi-national focus that highlights the interpersonal assets of Mexican-origin children. Contributors document the urgency of adopting this approach and provide a framework for crossing national and disciplinary borders to improve scholarship, policy, and practice associated with PreK–12 schooling. Contributors: James D. Bachmeier, Frank D. Bean, Susan K. Brown, Benilde García Cabrero, Cynthia García Coll, Regina Cortina, Ivania de la Cruz, Guadalupe Ruiz Cuéllar, Claudia Galindo, Francisco X. Gaytán, Edmund T. Hamann, Nadia Huq, Mark A. Leach, Gabriela Livas Stein, Carmina Makar, Mary Martinez-Wenzl, Vilma Ortíz, María Guadalupe Pérez Martínez, Leslie Reese, Rosaura Tafoya-Estrada, Edward Telles, Ernesto Treviño, Víctor Zúñiga “This volume is one of a kind. . . . It represents a first step in what we hope will be an ongoing relationship between the institutions and the researchers on both sides of the border who have both an appreciation for the importance of this work and a dedication to improving the educational opportunities of those students that we share in time, space, and culture.” —From the Foreword by Patricia Gándara and Eugene García “A fresh, eye-opening array of essays that highlights how the economic and cultural vitality of the U.S. and Mexico is so tightly interwoven in colorful and breathtaking ways. Setting aside strident allegations of how immigrants differ from mainstream society, the authors illustrate our commonalities, how Mexican parents are among the most pro-family, hardest working families in our society. 'Bien educado' is not just metaphor: it animates how immigrant parents raise engaged children, along with a vibrant optimism about getting into America.” —Bruce Fuller, Professor, Education & Public Policy, University of California, Berkeley “Regarding Educación is an extraordinary achievement. World-class scholars from both the U.S. and Mexico come together to engage one of the most important developments in education in the 21st century: How do we educate the children we share across transnational borders to thrive in an ever more interconnected, miniaturized, and fragile global world? The answers they provide are timely, riveting, and humane. It is a book every teacher, every policymaker, and every engaged citizen interested in globalization and education must read.” —Marcelo M. Suárez-Orozco, Dean and Distinguished Professor of Education, UCLA Graduate School of Education and Information Studies

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309165075
Category : Social Science
Languages : en
Pages : 176

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Given current demographic trends, nearly one in five U.S. residents will be of Hispanic origin by 2025. This major demographic shift and its implications for both the United States and the growing Hispanic population make Multiple Origins, Uncertain Destinies a most timely book. This report from the National Research Council describes how Hispanics are transforming the country as they disperse geographically. It considers their roles in schools, in the labor market, in the health care system, and in U.S. politics. The book looks carefully at the diverse populations encompassed by the term "Hispanic," representing immigrants and their children and grandchildren from nearly two dozen Spanish-speaking countries. It describes the trajectory of the younger generations and established residents, and it projects long-term trends in population aging, social disparities, and social mobility that have shaped and will shape the Hispanic experience.

Author: Rolf Jacob Straubhaar
Publisher:
ISBN:
Category :
Languages : en
Pages : 134

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In Central Texas, one high school (hereafter referred to as Literacy High) has attempted to help bridge the literacy gap in immigrant populations so as to more easily facilitate their success in standard classroom settings. In this high school, recent immigrants can focus extensively on English language studies so that, upon completion of the program, they can return to their neighborhood high schools with the linguistic and cultural capital (Bourdieu, 1973, 1974, 1977) they need to succeed in a heterogeneous group setting. The following study focuses on second-year students from Mexico within this school. Basing itself upon Yosso's (2006a, 2006b, 2007) theory of "community cultural wealth", this ethnographic study looks for evidence of cultural attributes held by Mexican tenth grade students that contribute positively to their English literacy development and performance in Literacy High's coursework. The study has found that, primarily, Mexican students at Literacy High are assisted in their coursework by their previously developed aspirational capital (i.e. their ability to maintain their hopes and dreams for a better future even when faced with real and perceived barriers) and navigational capital (i.e. their ability to maneuver through social institutions, in this case the educational system). These characteristics enable them to pass their classes both at Literacy High and the high schools they transfer to upon program completion. However, this high achievement in terms of grades does not necessarily translate into complete English literacy, especially oral literacy. Potential reasons for these results will be discussed, based upon observations of sampled students in Literacy High classes, interviews with these students, and interviews with all Literacy High teachers. This work will also discuss the relative merit of both formal school settings and nonprofit settings in teaching written and oral literacy. Positive exemplary case studies of nonprofit ESL programs will be compared and contrasted with the results from this case study to determine what skills are most effectively taught in either setting, and how particular practices from both nonprofit and formal school settings might be better incorporated in each to improve achievement. The work will end with recommendations for how English literacy might more effectively be taught in formal school settings like Literacy High.

Author: Sandra R. Schecter
Publisher: Routledge
ISBN: 1135660050
Category : Education
Languages : en
Pages : 248

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Language as Cultural Practice: Mexicanos en el Norte offers a vivid ethnographic account of language socialization practices within Mexican-background families residing in California and Texas. This account illustrates a variety of cases where language is used by speakers to choose between alternative self-definitions and where language interacts differentially with other defining categories, such as ethnicity, gender, and class. It shows that language socialization--instantiated in language choices and patterns of use in sociocultural and sociohistorical contexts characterized by ambiguity and flux--is both a dynamic and a fluid process. The study emphasizes the links between familial patterns of language use and language socialization practices on the one hand, and children's development of bilingual and biliterate identities on the other. Using a framework emerging from their selection of two geographically distinct localities with differing demographic features, Schecter and Bayley compare patterns of meaning suggested by the use of Spanish and English in speech and literacy activities, as well as by the symbolic importance ascribed by families and societal institutions (such as schools) to the maintenance and use of the two languages. Language as Cultural Practice: *provides a detailed account of the diversity of language practices and patterns of use in language minority homes; *offers educators detailed information on the language ecology of Latino homes in two geographically diverse communities--San Antonio, Texas, and the San Francisco Bay Area, California; *shows the diversity within Mexican-American communities in the United States--families profiled range from rural families in south Texas to upper middle class professional families in northern California; *provides data to correct the prevalent misconception that maintenance of Spanish interferes with the acquisition of English; and *contributes to the study of language socialization by showing that the process extends throughout the lifetime and that it is an interactive rather than a one-way process. This book will particularly interest researchers and professionals in linguistics, anthropology, applied linguistics, and education, and will be useful as a text in graduate courses in these areas that address language socialization and learning.

Author: Patricia Gándara
Publisher: State University of New York Press
ISBN: 1438483244
Category : Education
Languages : en
Pages : 369

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Book Description
Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the "students we share," who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 106

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Each vol. a compilation of ERIC digests.

Author: Christine Valenciana
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 382

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Author: Harriett Romo
Publisher: ERIC Clearinghouse on Rural Education & Small Schools
ISBN:
Category : Education
Languages : en
Pages : 248

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School systems in the United States are not serving Latino students well, especially those from low-income families. This book examines difficulties encountered by Mexican-origin students--one of the fastest growing minority groups--and describes why some schools fall short and how others have improved student outcomes. The focus throughout the book is on positive changes that school staff, families, community, and students can make. Each chapter uses a different lens--culture, language, gender, family and community, and social and political context--to examine issues and challenges affecting first- and second-generation Mexican American children. Chapters are: (1) The Mexican American Student Population: Growth and Diversity (demography, immigration, academic achievement, innovative programs); (2) Cultural Perspectives on Learning (cultural influences on classroom organization and achievement, child rearing, parent education programs); (3) Language, Literacy, and Creating Bridges to Success (the bilingual education controversy, learning English, maintaining Spanish, special needs of migrant students); (4) Gender Issues in Mexican American Schooling (sex role attitudes, teen pregnancy, school factors, peers); (5) Creating Family-School Partnerships (family poverty, parent-school relationship, parent involvement, community outreach, successful programs); and (6) Political, Social, and Pedagogical Issues Impacting Early Childhood Education and Public Schools (immigration and education policy, politics of early childhood education, teacher training, intergroup relations). Chapter 7 describes organizations and programs that provide resources and services. Contains over 300 references, chapter notes, and an index. (SV)