The Effect of Community Context on Intergenerational Spanish Maintenance and English Proficiency Among Latina and Latino Children: Nancy Alison Garrett
For most of US history, most of Americas Latino population has lived in nine statesCalifornia, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora. Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a successful undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the newish Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone. Timely and compelling, Revisiting Education in the NLD offers new insight into the Latino Diaspora in the US just as the discussions regarding immigration policy, bilingual education, and immigrant rights are gaining steam. Drawing from a variety of perspectives, contributing authors interrogate the very concept of the diaspora. The wide range of research in this volume thoughtfully illustrates the nuanced phenomena and provides rich descriptions of complex situations. No longer a simple question of immigration, the book considers language and legal status in schools, international adoption, teacher preparation, and the relationships between established and relatively new Latino communities in a variety of contexts. Comprised of rich, thoughtful research Revisiting Education provides a fascinating window into the context of Latino reception nationwide. Rebecca M. Callahan, Associate Professor - University of Texas-Austin As the leader of a 10-years-and-counting research study in Mexico that has identified and interviewed transnationally mobile students with prior experience in U.S. schools, I can affirm that in addition to students with backgrounds in California, Arizona, Texas, and Colorado, migration links now join schools in Georgia, Minnesota, Oklahoma, Alabama, etc. to schools in Mexico. For that reason and many others I am excited to see this far-ranging, interdisciplinary, new text that considers policy implementation through lenses as different as teacher preparation, Latino adoption into culturally mixed families, the fate of Latino newcomers in low density districts where there are few like them, and the misuse of Spanish teachers as interpreters. This is an relevant book for American educators and scholars, but also for readers beyond U.S. borders. Hamann, Wortham, Murillo, and their contributors should be celebrated for this fine new collection. Dr. Víctor Zúñiga, Dean of Research and Extension, Universidad de Monterrey
Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures provides a dynamic exploration of the subject of teaching gender and feminism through the fundamental corpus encompassing Latin American, Iberian and Latino authors and cultures from the Middle Ages to the 21st century. The four editors have created a collaborative forum for both experienced and new voices to share multiple theoretical and practical approaches to the topic. The volume is the first to bring so many areas of study and perspectives together and will serve as a tool for reassessing what it means to teach gender in our fields while providing theoretical and concrete examples of pedagogical strategies, case studies relating to in-class experiences, and suggestions for approaching gender issues that readers can experiment with in their own classrooms. The book will engage students and educators around the topic of gender within the fields of Latin American, Latino and Iberian studies, Gender and Womens studies, Cultural Studies, English, Education, Comparative Literature, Ethnic studies and Language and Culture for Specific Purposes within Higher Education programs. Teaching Gender through Latin American, Latino, and Iberian Texts and Cultures makes a compelling case for the central role of feminist inquiry in higher education today ... Startlingly honest and deeply informed, the essays lead us through classroom experiences in a wide variety of institutional and disciplinary settings. Read together, these essays articulate a vision for twenty-first century feminist pedagogies that embrace a rich diversity of theory, methodology, and modality. - Lisa Vollendorf, Professor of Spanish and Dean of Humanities and the Arts, San José State University. Author of The Lives of Women: A New History of Inquisitional Spain What is it like to teach feminism and gender through Latin American, Iberian, and Latino texts? This rich collection of texts ... provides a series of insightful and exhaustive answers to this question ... An essential book for teachers of Latin American, Iberian and Latino/a texts, this volume will also spark new debates among scholars in Gender Studies. - Mónica Szurmuk, Researcher at the National Scientific and Technical Research Council of Argentina. Author of Mujeres en viaje and co-editor of the Cambridge History of Latin American Womens Literature
This updated language-learning audiobook presents an informal, user-friendly Spanish course for non-Spanish speakers who need to learn fundamental words and expressions in Spanish in order to communicate with Latino employees in the household or workplace. This new edition keeps up with current social trends, taking into account the increasing frequency in which Anglos and Spanish-speakers converse, not only as employers and employees, but also as co-workers. Rather than emphasize dry rules of grammar, author William Harvey teaches informal, idiomatic conversational Spanish. Passages in the book recreate typical scenes in households or the workplace, with appropriate dialogue passages. 1. Language: English. Audio sample: http://samples.audible.de/bk/barr/000009/bk_barr_000009_sample.mp3. Digital audiobook in aax.
Expanded in this edition with more words, phrases, and helpful exercises, this program also features two brand-new sections. One of them is directed at health care receptionists, and the other deals with health insurance forms. This book is designed to help doctors, nurses, and medical assistants communicate in Spanish with Latino patients and their families who have little or no command of English. Every Spanish word in the book is followed by its phonetic pronunciation. The book also provides easy-to-follow tips on understanding colloquial spoken Spanish. Author William Harvey concentrates on words and phrases likely to be used in a medical setting. True-to-life dialogues dramatize situations pertaining to pregnancy, broken bones, pediatric care, heart and lung diseases, pharmacy prescriptions, drug problems, medical treatment of accident and crime victims, and much more. 1. Language: English. Audio sample: http://samples.audible.de/bk/barr/000007/bk_barr_000007_sample.mp3. Digital audiobook in aax.
This timely practical reference addresses the lack of Spanish-language resources for mental health professionals to use with their Latino clients. Geared toward both English- and Spanish-speaking practitioners in a variety of settings, this volume is designed to minimize misunderstandings between the clinician and client, and with that the possibility of inaccurate diagnosis and/or ineffective treatment. Coverage for each topic features a discussion of cultural considerations, guidelines for evidence-based best practices, a review of available findings, a treatment plan, plus clinical tools and client handouts, homework sheets, worksheets, and other materials. Chapters span a wide range of disorders and problems over the life-course, and include reproducible resources for: Assessing for race-based trauma. Using behavioral activation and cognitive interventions to treat depression among Latinos. Treating aggression, substance use, abuse, and dependence among Latino Adults. Treating behavioral problems among Latino adolescents. Treating anxiety among Latino children. Working with Latino couples. Restoring legal competency with Latinos. The Toolkit for Counseling Spanish-Speaking Clients fills a glaring need in behavioral service delivery, offering health psychologists, social workers, clinical psychologists, neuropsychologists, and other helping professionals culturally-relevant support for working with this under served population. The materials included here are an important step toward dismantling barriers to mental health care. Lorraine Benuto is a licensed clinical psychologist and a post-doctoral scholar at the University of Nevada, Reno, where she provides treatment to victims of sexual assault, sexual abuse, and child physical abuse. She is project coordinator and therapist of the Victims of Crime Treatment Center at the University of Nevada, Reno. Dr. Benuto received her doctoral degree in clinical psychology from the University of Nevada, Las Vegas. Previously, she completed her APA-accredited internship at the VA in San Juan, Puerto Rico where she delivered psychological services to a culturally diverse clientele presenting with depression and anxiety. Dr. Benuto has extensive experience delivering evidence-based treatments and conducting psychological assessments with the Latino population. She has delivered professional presentations at state, national, and international conferences on topics related to cultural competence and co-edited Handbook of Adolescent Health Psychology for Springer.
´´Hay veces en que me siento como un extraño en el país donde he pasado más de la mitad de mi vida. No es por falta de oportunidades, ni una queja. Es, más bien, una especie de desilusión. Jamás me imaginé que después de 35 años en Estados Unidos iba a seguir siendo un stranger para muchos. Pero eso soy.´´ Jorge Ramos, periodista galardonado con premios Emmy, reconocido presentador del Noticiero Univisión y considerado ´´la voz de los sin voz´´ de la comunidad latina, fue expulsado de una rueda de prensa del candidato presidencial Donald Trump en Iowa en el año 2015 tras cuestionar sus planes sobre inmigración. En este manifiesto personal, Ramos explora qué significa ser un inmigrante latino, o simplemente un inmigrante, en los Estados Unidos de nuestros días. Mediante datos y estadísticas, su olfato para encontrar historias y su propia memoria personal, Ramos nos muestra el rostro cambiante de America y explora las razones por las que él, y muchos otros millones de inmigrantes, aún se sienten como strangers en este país. ´´Es precisamente su estilo de confrontación...el que le ha ganado a Ramos la confianza de tantos hispanos. Ellos saben que en muchos países al sur de Estados Unidos las preguntas directas pueden significar, no solo perder el acceso, sino también perder la vida´´. (Marcela Valdes, The New York Times) Please note: This audiobook is in Spanish. 1. Spanish. Jorge Ramos, Harold Leal. http://samples.audible.de/bk/adbl/033677/bk_adbl_033677_sample.mp3.
In the course of 15 momentous years, the Spanish- and the Portuguese-American empires that had endured for three centuries came to an end in the mid-1820s. How did this come about? Not all Latin Americans desired such a change, and the independence wars were civil wars, often cruel and always violent. What social and economic groups lined up on one side or the other? Were there variations from place to place, region to region? Did men and women differ in their experiences of war? How did Indians and blacks participate, and how did they fare as a result? In the end, who won and who lost? Independence in Latin America is about the reciprocal effect of war and social dislocation. It also demonstrates that the war itself led to national identity and so to the creation of new states. These governments generally acknowledged the novel principle of constitutionalism and popular sovereignty, even when sometimes carving out exceptions to such rules. The notion that society consisted of individuals and was not a body made up of castes, guilds, and other corporate orders had become commonplace by the ends of these wars. So international politics and military confrontations are only part of the intriguing story recounted here. The book is published by University of Texas Press. 1. Language: English. Narrator: Castle Vozz. Audio sample: http://samples.audible.de/bk/acx0/037544/bk_acx0_037544_sample.mp3. Digital audiobook in aax.
La historia de dos mujeres: una famosa cantante, Cordelia, incapaz siquiera de entonar, y su doble, Iris. Habitan un mundo en donde a los Dioses los crean los hombres; nunca al reves. Estos Dioses existen en un mundo que invade un Dios Impostor ¿ arribista y sibilino ¿ quien reinventa el cielo a imagen y semejanza del infierno ¿ ahi viven los hombres ¿ y que el primer dia crea el pavimento, el Segundo los embotellamientos, y asi la contaminacion y etcetera: el caotico y corrupto mundo de una ciudad como la de Mexico. Este Dios Impostor acaba con la fascinacion en que Vivian los otros Dioses; provoca luchas intestinas, y acaba por dar forma humana a todos los habitantes del antiguo panteon.Los Dioses pierden sus caracteristicas originales y acaban por permitir ¿ como los hombres ¿ que un tirano imbecile, carente de imaginacion, los manipule.Un Dios del tiempo ¿ en transito hacia su inevitable humanizacion ¿ deviene narrador y con paciencia dolorosa teje la urdimbre donde las historias de Cordelia e Iris, y la suya propia, se insertan en ese ´´mundo de los hombres´´, sobrepoblado e ingobernable, apocaliptico.Mas alla de las propuestas ´´light´´ o ´´heavy´´ que sofocan la oferta literaria mexicana, Una Dios para Cordelia nos recuerda que solo hay dos literaturas: la buena y la mala; y que hay mucho de gratificante cuando el lector se topa con una novella en donde a la bondad de su propuesta se suma la condicion de novela de culto instantaneo; crisol de animos y desventuras, pesares, de una generaction que hoy vive y padece la impredeciable, pero aun fascinante, aventura de la existencia. Novela crepuscular, apuesta renovada sin concesiones: experiencia memorable.A God for Cordelia setzt sich auf satirische Weise mit der antifeministischen Mentalität lateinamerikanischer Frauen auseinander, und den Auswirkungen einer religiös-patriarchalen Prägung. 1. Spanish. Monica Stever. http://samples.audible.de/bk/rbal/000023/bk_rbal_000023_sample.mp3.