630 likes | 643 Views
Learn about Maricela, a Mexican immigrant and college student, who is working to support at-risk children in poverty and advocating for educational opportunities for Hispanic students. Discover the challenges and potential of Hispanic students and their families, and ways to provide support.
E N D
Maricela’s story:** • Maricela is Mexican and speaks fluent Spanish. Her parents are Mexican immigrants who work in the fields and speak almost no English. Maricela was born in Mexico and came to the U.S. at the age of 4 with her family. As a child growing up in migrant camps, Maricela experienced great poverty, discrimination, and domestic violence. She was retained in 4th grade. As a 15-year old working in the fields with her parents in the 100-plus-degree heat, Maricela realized that she wanted to obtain a college education. She is the first in her family to attend college.
Maricela has worked with me on my literacy project** that supports at-risk children in poverty, contributing between 2,000-3,000 children’s books. She has personally delivered many of these to migrant camps. She hopes to ultimately obtain her Ph.D. and conduct research. She carried out research with Dr. Raquel Anderson at Indiana University, demonstrating excellent intellectual and academic potential. She graduated from our Bachelor’s program with a 4.0.
**In Spring 2016, Maricela received the award for Outstanding Student in the College of Health and Human Services. On our 28,000-student campus, there are 7 colleges—ours is the largest. Maricela was one of 7 students chosen out of 28,000 who attend Sacramento State. She was first runner up for the President’s award. This speaks very decisively about how outstanding Maricela is and how much leadership and intellectual potential she has. • In fall 2017, Maricela was honored at ASHA in Los Angeles. She applied for a national multicultural scholarship; out of hundreds of applicants from around the U.S., 3 were chosen and Maricela was one of them!
** Please know charts in detail on pp. 100-101
I. GENERAL BACKGROUND INFORMATION** • Many Hispanics like to be labeled according to their country of origin (e.g., Mexican American) • “Latino” may be a preferred term • Religion—usually Catholicism—plays an important role
In terms of demographics: ** • Hispanics make up 17% of the overall U.S. population • The U.S. Hispanic population growth has slowed down due to 1) slower rate of immigration, and 2) women having fewer children • Since 2009, more Mexicans in the U.S. are returning to Mexico • Hispanic children 5 years old or younger are a very fast-growing group in the U.S.
In California in 2013:** • For the first time, there were an equal number of Hispanics and non-Hispanic Whites • Spanish is the new English
When I presented a workshop in Iowa:** • States like Iowa have many migrant Hispanic families • They work at meat-packing plants as well as hog and turkey buildings • Attendance of children at school is an issue due to migrancy and frequent trips back to Mexico
We should be aware that:** • Hispanics are descendants of Native Americans who settled in Americas long before Spanish conquest • Each Hispanic country has its own holidays • Some residents of Mexico speak an indigenous Indian dialect or language (story of Sebastian Sanchez p. 94) • Many Mexicans make fun of these indigenous people and put them down
(not on exam) • 2/9/18—gave a workshop for Ventura County • Many speakers of Mixteco, an Indian language that is nasalized and tonal • There are up to 50 varieties of Mixteco • Parents will often be ashamed that they speak this because in Mexico, they are put down and made fun of • Thus, they will ask for a Spanish interpreter for meetings and understand almost nothing
Despite social and economic disadvantages, Hispanics demonstrate…** • Low welfare utilization • High labor force participation • Strong family values
Unfortunately, poverty and fear of deportation continue to be a reality: ** • For example, the average annual income of crop workers is $10,000-$12,499 a year • In today’s political climate, many Hispanics fear deportation; racial profiling and antipathy toward undocumented immigrants are major stressors, especially for Dreamers
Invisible America: The Migrant Story (youtube—last 3 minutes; start at 2:30)
II. HISPANIC EDUCATION** • Education is very important to families; they hold teachers in high regard • If we ask families to participate (e.g., in homework) they may be offended—that is your job—you are the teacher!
In some Hispanic countries…** • Education is not mandatory past a certain point (e.g., 8th grade) • Education may not be encouraged, especially for females • $$$ is saved, not spent on education and material things • You have to buy your uniforms and books out of pocket— people can’t afford it
Statistics show that: • Hispanic ch enrolled less in preschool than other groups • We can encourage preschool enrollment • Offer moms to stick around and volunteer
Jackson, Schatschneider, & Leacox, Language, Speech, and Hearing Services in Schools):** • Studied growth of vocabulary skills in young Spanish-English children in migrant families • Concern: 50% of Latino 4th graders score at or below basic level in reading achievement
** • Mancilla-Martinez, J., Gamez, P., Vagh, S.B., & Lesaux, N.K. (2016). Parent reports of young Spanish-English bilingual children’s productive vocabulary: A development and validation study. Language, Speech, and Hearing Services in Schools, 47, 1-15.
III. CONTRASTING BELIEFS, VALUES, AND PRACTICES** • Hispanic Culture Mainstream • Collective orientation Individual orientation • Interdependence Independence • Cooperation Competition • Saving face Being direct • Relaxed with time Punctuality • Emphasis on Emphasis on task interpersonal relations orientation (simpati’a—positive personal relationships)
Hispanic Mainstream** • Patriarchal families Democratic families • Relaxed with child devt. Child independence • Overt respect for elderly Less value on elderly • Extended families Nuclear families
Former student Jessica Chavez Newman, 2018:** • She is Mexican American and took her son (18 mos. old) to the pediatrician because he had a language delay • He stayed at home with mom and grandma—didn’t go to daycare (interdependent child raising style) • The pediatrician said “Oh, no wonder he isn’t talking.” • Very upsetting!
Elizabeth Delgado-Carillo, former student:** • At 4, still on bottle—normal • In her house, 10-12 people (uncles, their wives, cousins) • Dad has last say; makes the big choices • Mom PG at 15, had E. at 16 • E. is first in family to attend college
Maria Ramirez, former student:** • Dad didn’t want mom to learn English-- ↑ power. But now he likes the $$ • Some men want women to cook, clean, and take care of the kids • She has been called a “beaner” • Girls--virgins when they get married; out-of-wedlock PG taboo
Janet Rangel, former student:** • Raised by undocumented parents • Worked in the fields herself as a child—100+ degrees • Dad has a 6th grade education • Had to interpret for her parents a lot
IV. HEALTH CARE AND BELIEFS REGARDING DISABILITIES** • Poverty a major issue—lack of health insurance—”Working Poor” • May be resistance to institutionalization; family should care for those with disabilities • Visible disability attributed to external causes such as witchcraft, evil (esp. among older, more rural Hispanics; prevalent to this day in Mexico) • May be difficult to accept “invisible” conditions
Former students Lorena Velasco and Elizabeth Delgado-Carillo:** • Weight management, lack of physical activity are problems • Due to poor nutrition, lack of exercise • Physical activities for women not encouraged; may be viewed as abnormal by community
Former students:** • Families may go back to Mexico to see their own personal curandero (holistic healer) for health issues • Medical procedures and supplies like antibiotics much cheaper in Mexico • Many Mexicans in the U.S. think doctors in Mexico are better than American doctors (probably language barrier is a part of that)
V. IMPLICATIONS FOR PROFESSIONALS** • In meetings, address the husband first • Remember that many Hispanic mothers believe that schooling is the “teacher’s job;” these moms don’t always label things for children or talk directly with them—encourage parents to do language stimulation activities with their children (including reading) • Remember that parents are not “uninvolved;” they just respect the school system. Encourage involvement!
Encourage parents--maintain ** children’s Spanish • Better to hear fluent Spanish than broken English!
Encourage parents to:** • Talk to and read with children!
VI. LANGUAGE AND ARTICULATION** • Possessives follow the noun (el perro de Juan instead of “Juan’s dog”) • Adjectives generally come after the noun (casa grande instead of “big house”)
VII. ASSESSMENT & INTERVENTION** • Parent interview using the MacArthur (in book) is valid and reliable for trying to determine the presence of a language impairment (LI)
During assessment, remember:** • Hispanic children will often provide functions rather than names of objects
Research—good tests for LI:** • Language samples • Spanish Ages and Stages Questionnaire • Measures of grammaticality (children especially have difficulty with Spanish articles and other structures linked to the verb system)
Spring, 2018—Bilingual English-Spanish Language Assessment (BESA)** (not on exam) • Through Brookes Publishing • Used with Spanish-speaking children ages 4-6 with varying degrees of bilingualism • Identifies phonological and/or language impairment • $550.00
In therapy:** • Encourage verbalization • Especially encourage naming and description tasks • Incorporate literacy!!
Mendez, Crais, Castro, & Kainz. A culturally and linguistically responsive vocabulary approach for young Latino dual language learners.** • Journal of Speech, Language, and Hearing Research, vol. 58, 93-106. • Looked at Latino preschoolers learning English • Group 1: Taught new vocab in English only • Group 2: Taught new vocab in both Spanish and English