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The Latinization of U.S. Schools

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Crystal Marie Prado

on 6 August 2014

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Transcript of The Latinization of U.S. Schools

The Latinization of U.S. Schools
Con un dedo no se tapa el sol
Quien siembra vientos
recoge tempestades
Transformative Potential
What does this mean for the stakeholders?
The idiosyncratic lens of a student
The augmented perspective of a teacher
Lessons learned and personal reflections
Ojos que no ven, corazon que no siente
No hay bien
que de mal no venga
Connect with your students.
Get to know your students.
Reflect on own biases.
Learn and support languages other than English.
Think positive of ALL students.
Support ALL students.
Chapter 2: Don't Believe the Hype Challenging Deficit Perspectives from the Inside
MacLeod refers to deliberate differentiation between education and opportunities offered to the different classes as
social reproduction
. They view Latinos to be lower class, and will continue to keep them there. Their schools have less money and prepare the students to work for the upper class. Fortunately we now offer parents the right to send their children to schools that will offer them a great education. But the struggle is still there for the child and the mother to keep up with all they need, day to day, to participate in the classes. We live in an area that is majority full of Latinos, being so close to the border. But, I am always mindful, that I treat EVERY student in my classroom the same. I give them all the same opportunities and quality instruction regardless of their race or ethnicity.
Chapter 3: How can you Teach Us If You Don't Know Us?
Learn what they like
Ask them about their hobbies/interests
What music do they listen to?
Every child is unique, and they learn in different ways. Getting to learn your students is crucial, they will work harder for you and perform higher.
"Students won't care until they know how much you care."
Chapter 4: Who Counts as Latino/a? Perspectives from the Inside
How do the following impact an educator's ability to utilize creative and innovative teaching practices?
Linguistic background
Can teachers achieve a paradigm shift from a theoretical deficit thinking of "Unassimilability" to an asset based thinking of "Cultural pluralism"?

The cognitive benefits of being bilingual

Teachers have no expectations for these students often judging the culture or the parents for their lack of involvement in their child’s education; however, it is important to remember that their lack of participation in the school setting is not because of the lack of interest but fueled by fear.
Parents to these students are living in constant fear of “La Migra”
Teachers are reluctant to communicate in Spanish to their students and their parents
Students living in these circumstances face life changing decisions every single day
Understanding these difficulties, removing teacher bias, and educating ourselves as educators can provide empathy towards students.

According to research referenced in the text as well as The Dana Foundation (https://dana.org/Cerebrum/2012/The_Cognitive_Benefits_of_Being_Bilingual/ ) explain the benefits of students having the ability to process and know two different languages. The chart below demonstrates percentages in different European countries as well as statics for 2007 in the US.

Bilingual. Is it a bad thing?

We learn and communicate through words and non-verbal cues. Language helps us accomplish that. So why as educators teach the student in a language he/ she will understand and learn from?
Multilingualism should begin as early on as kindergarten and be carried out through out the entire stay a student has in public education.
The student will successfully learn the material being taught while simultaneously learning and becoming fluent in English

Language is the tool in which we communicate. Yet Latino students are being reprimanded for communicating in their native language.
Natasha Martinez, student author of this chapter, makes the recommendation of having teachers take Spanish courses or a class that emphasizes language incorporation when teaching. Although Natasha recommends for Spanish only, her recommendation is valid.

Chapter 7- My home language is not “a problem”

Despite the constant prejudice from their teachers, those who work hard to finish high school do not have much options.
Without legislation to allow them to attend school or aid their completion in higher education, Latino students will have no choice but to settle for low paying jobs.

What happens next?

Immigration continues to be a topic of discussion. Students who are currently enrolled in public education and are undocumented have the glimpse of hope that the DREAM Act ( the Development, Relief, and Education for Alien Minors Act) will become a reality. Latino students witness everyday the unfair treatment of their teachers due to the legal status in this country. Teachers are unable to separate their biased as they teach this population. This chapter makes reference to the struggles of students in such situations with recommendations of curriculum change to better understand their experiences as an immigrant student.

Chapter 6- Making dreams reality for undocumented Latino students

Crossing the proverbial cultural borderlands
Crystal Marie Prado, Cynthia Prado, Edna Prado Esparza, and Michelle Cavazos
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