<i>Habla Conmigo</i>: Teachers’ Spanish Talk and Latine Dual Language Learners’ School Readiness Skills

Limlingan, Maria Cristina; McWayne, Christine M.; Hassairi, Nail

doi:10.1080/10409289.2021.1898227

Cited by 6 publications

(3 citation statements)

References 49 publications

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“…The accent mark in the "e" represents an act of resistance against colonial-, imperial-, and gendered-derived terminologies within the Spanish language (Galvez, 2022). While Latinx has mostly been embraced in the United States by LGBTQIA+, ally communities, and several scholars, Spanish-speaking Latin American countries have adopted Latiné as their gender-inclusive term (Limlingan et al, 2022). It is important to mention that neither term is included in the dictionary of the Royal Spanish Academy.…”

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confidence: 99%

Latiné, Latinx, Latina, Latino, or Hispanic: Problematizing terms often used in engineering education

Villanueva

Mejia

et al. 2022

J of Engineering Edu

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In this guest editorial, we problematize the terms Latiné, Latinx, Latina, Latino, and Hispanic used to describe people with Latin American ancestry in the United States to better inform engineering education scholarship and practice. As members of communities that have been classified as Latiné/x/a/o or Hispanic, we are always challenged with the questions: What term should be used in our research, and why? As scholars who are also members of these communities, we bridge the contradictions emerging from our lived experiences and imposed realities while seeking to engage in a critical conversation emerging from our "theory in the flesh" (Moraga & Anzaldua, 1981). While we situate the terms historically in this guest editorial, as an act of resistance, our title places the most recent term (Latiné) first to continue to challenge historical terminologies that demoralize and oppress our communities (Revelo et al., 2022). At the same time, we recognize that for some cultures, choosing to identify by one term over another has real-life implications and consequences, such as being the targets of discrimination and oppression and being seen as transgressors (Mejia et al., 2022), or being perceived as insiders or outsiders. | OVERVIEW OF THE PROBLEMATIC TERM " HISPANIC"Soon after the 1924 Immigration Act (The Johnson-Reed Act; U.S. Department of State, n.d.), people of Latin American descent who migrated to the United States were allowed to do so on the condition that they could contribute to the expansion of the economy while providing cheap labor (Molina, 2010). In 1930, the U.S. Census Bureau changed its policy to re-classify "Mexicans" from "non-White" to "White" (Molina, 2010). By the 1950s and 1960s, Latin American immigrants in the United States were primarily composed of Mexican, Cuban, and Puerto Rican groups. Many of them were labeled by the US government as "Whites" or via the catchall classification of "Mexican" (Bravo, n.d.). The latter classification catalyzed actions from different governmental offices, including the decision of the Immigration and Naturalization Services to dictate that a person of "Mexican" descent was required to use a form, card, or equivalent document to identify their race as "White" (Molina, 2010). This led to discrimination in communities where, for example, "Mexicans" classified as Whites were segregated de facto in schools supported by de jure policies. While these policies were aimed at those classified as "Whites" and legally supported the integration of most from Latin America, in practice, these same immigrants were socially recognized as "Brown" (Donato & Hanson, 2012).During the civil rights movement of the 1960s, leaders of Mexican-American voluntary advocacy groups (e.g., National Council of La Raza; G omez, 1992) began to call for more nuanced statistical reporting of Latin American communities in the United States, as they claimed that in addition to classifying Latin American communities as "White," existing census procedures also clustered "Spanish surnames" (Bravo, n...

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confidence: 99%

Latiné, Latinx, Latina, Latino, or Hispanic: Problematizing terms often used in engineering education

Villanueva

Mejia

et al. 2022

J of Engineering Edu

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“…In addition to a need to support early scientific inquiry, DLL children also require home language support in the classroom. Prior literature demonstrates that when teachers use Spanish in the classroom, Spanish-English DLL children have higher language, math, social-emotional skills, and better approaches to learning (Burchinal et al, 2012;Chang et al, 2007;Limlingan et al, 2020, Limlingan et al, 2021Raikes et al, 2019). However, many studies have found that Spanish is often used infrequently, if at all, within preschool classrooms (Franco et al, 2019;Sawyer et al, 2018).…”

Section: Language Support Around Sciencementioning

confidence: 99%

Portrait of early science education in majority dual language learner classrooms: Where do we start?

et al. 2021

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Despite the growing interest in early science education, there is much left to be explored, particularly in majority Dual Language Learning (DLL) classrooms. The current study examined 1) early science opportunities across classroom contexts in majority Spanish-English DLL Head Start classrooms, 2) the languages (i.e., English and Spanish) that teachers used to engage DLL children in science, 3) and how teachers’ discussion of scientific and engineering practices and disciplinary core ideas related to children’s academic outcomes. In a sample of 411 children (ages 3-5) from 34 Head Start classrooms, the current study found that teachers discussed and encouraged more practices during science lessons than circle time, dramatic play, and story time. There were no differences in teachers’ discussion of core ideas across contexts. Teachers used the same amount of English and Spanish to discuss practices and core ideas. Teaching physical science was associated with children’s science outcomes. Making observations and discussing life science were associated with children’s math outcomes. Teaching math, making observations, and developing and using models were related to children’s executive functioning. Findings from this study demonstrate that science opportunities occur across preschool classroom settings. Additionally, it provides evidence that teachers may be supporting DLL children’s home language while discussing science. Finally, results indicate that teaching science supports children’s academic performance in several outcomes. These findings have implications for DLL education policy as science may be a domain where teachers can support children’s home language and their learning across multiple domains.

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“…The "é" in this term centers communication in Spanish while maintaining a gender-neutral terminology (Galvez, 2022). The terms "Latinx" and "Latiné" have been widely adapted in engineering education research circles, and "Latinx" has mostly been embraced in the United States, while Spanish-speaking Latin American countries have adopted "Latiné" as a gender-inclusive term (Limlingan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Beyond the monolith: A systematic review of the literature on Latiné/x/a/o students in engineering using a liberative approach

Revelo,

Mejia,

Mejía

et al. 2024

J of Engineering Edu

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BackgroundThis systematic review of the literature on Latiné/x/a/o students in engineering was motivated by the recent increase in interest and thus scholarship about this population and the need for a nuanced understanding of the population's diversity.PurposeThis article's purpose is to provide a basis for critically exploring how heterogeneity within the Latiné/x/a/o engineering student population—and across the spectrum of pre‐college to graduate school—is used in engineering educational scholarship. The following research question is addressed: “How is the diversity within Latiné engineering students exemplified in the engineering education literature?”Scope/MethodThis work was guided by a liberative approach as the driving framework to review and synthesize literature published in peer‐reviewed journal articles from 2005 to 2018 that met the following inclusion criteria: (i) population of interest included Latinés; (ii) focused on engineering or included engineering within the larger STEM; and (iii) studied K–20 education.ResultsSixty‐nine studies were reviewed and synthesized. Key findings include an insufficient focus on Latiné students, an increased use of purposeful and critical theoretical frameworks, and a lack of demographics used to present a nuanced understanding of Latiné students in engineering.ConclusionsWe conclude that contextualized demographics should be included which enable analysis that provides nuanced understandings of Latiné students in engineering. While there is increased interest within engineering education to work with Latiné students, our findings point to the need of ensuring that research is conducted with cultural sensitivity, accuracy, and a nuanced understanding of the lived experiences of Latiné individuals.

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Habla Conmigo: Teachers’ Spanish Talk and Latine Dual Language Learners’ School Readiness Skills

Cited by 6 publications

References 49 publications

Latiné, Latinx, Latina, Latino, or Hispanic: Problematizing terms often used in engineering education

Latiné, Latinx, Latina, Latino, or Hispanic: Problematizing terms often used in engineering education

Portrait of early science education in majority dual language learner classrooms: Where do we start?

Beyond the monolith: A systematic review of the literature on Latiné/x/a/o students in engineering using a liberative approach

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