Living and Teaching Along the U.S./Mexico Border: Midwestern Student Interns’ Cultural Adaptation Experiences in Texas Schools

Estrada, Veronica

doi:10.1080/15235882.1999.10668690

Cited by 6 publications

(5 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The interns spent 6 to 15 weeks teaching and living in the Rio Grande Valley school district in South Texas. Lopez Estrada (1999) found that the teacher interns in her study did exhibit cultural consciousness and cross-cultural awareness. However, like Wiggins and Follo (1999) and Wiest (1998), Lopez Estrada (1999) writes that contact alone will not create a culturally sensitive individual.…”

Section: Benefits Of Engaging In Diverse Cultural and Linguistic Expementioning

confidence: 84%

“…Lopez Estrada (1999) found that the teacher interns in her study did exhibit cultural consciousness and cross-cultural awareness. However, like Wiggins and Follo (1999) and Wiest (1998), Lopez Estrada (1999) writes that contact alone will not create a culturally sensitive individual. There must be willingness for growth and a readiness to genuinely respect and accept a new culture, and ultimately the willingness to participate in in-depth reflection of the experience.…”

Section: Benefits Of Engaging In Diverse Cultural and Linguistic Expementioning

confidence: 84%

“…Lopez Estrada (1999) sought to explore the process of cultural immersion. She worked with six teacher interns from Indiana University at Bloomington.…”

Section: Benefits Of Engaging In Diverse Cultural and Linguistic Expementioning

confidence: 99%

See 2 more Smart Citations

Negotiating Displacement Spaces: Exploring Teachers' Stories About Learning and Diversity

Brock

Wallace²,

Herschbach³

et al. 2006

Curriculum Inquiry

View full text Add to dashboard Cite

The purpose of this qualitative investigation was to explore the learning of six in-service U.S. teachers who engaged in a cross-cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled "Literacy Across Languages and Cultures." Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions of quality literacy instruction for children from diverse backgrounds in mainstream U. S. classrooms. One credit of the three-credit course was conducted on WebCT in the United States. Two credits of the course were conducted at the Universidid Nacional in Heredia, Costa Rica. The teachers who were enrolled in the course lived with Costa Rican families for the month that they were studying in Costa Rica. In this investigation we sought to explore what we learned about literacy instruction for students from diverse backgrounds from course readings, one another, and a cross-cultural experience in Costa Rica. Our experiences positioned us to reexamine our own cultural frames of reference and our thinking about instructing children in our classrooms whose cultural and linguistic backgrounds are different from ours.

show abstract

Section: Benefits Of Engaging In Diverse Cultural and Linguistic Expementioning

confidence: 84%

Section: Benefits Of Engaging In Diverse Cultural and Linguistic Expementioning

confidence: 84%

See 1 more Smart Citation

Negotiating Displacement Spaces: Exploring Teachers' Stories About Learning and Diversity

Brock

Wallace²,

Herschbach³

et al. 2006

Curriculum Inquiry

View full text Add to dashboard Cite

show abstract

“…These have often created powerful I to me (Mead 1934(Mead /1967) evolutions where student interns and teachers become more and more transcultural (e.g., Baker and Giacchino-Baker 2000;Butvilofsky et al 2012;Estrada 1999;Santamaria, Santamaria, and Fletcher 2009;Sierra 2012;Telles and Ortiz 2009;Walker de Félix and Pena 1992;Willard-Holt 2001). In particular, one California State University System program caught our eye (Quezada and Alfaro 2007).…”

Section: Review Of the Literaturementioning

confidence: 97%

A House of Mirrors: Seeing Myself, Seeing Mexican American Children

Lopez

Vaughn

2014

The Clearing House: A Journal of Educational Strategies, Issues

View full text Add to dashboard Cite

As a Mexican American and an educator, all of my life I have travelled between formal educational and Mexican American cultures. For decades I felt alienated professionally and thoroughly embedded within my ethnic origins until an educational trip to Mexico encouraged me to think differently. As a result, to become a more authentic educator and person, with my coauthor's assistance, I conducted a reflective self-study. To accomplish this task, I looked for myself within a large body of literature on Mexican American education by gazing into mirrors that throughout my life reflected how others viewed me, and how I in turn came to define myself. My journey personalizes the literature, making it increasingly accessible to those charged with educating Mexican American children.

show abstract

“…In the United States, the largest percentages of Hispanic students with specific learning disabilities are found in Arizona, California, Colorado, New Mexico, and Texas (U.S. Department of Education, 2000). In the Rio Grande Valley area of South Texas, approximately 90% of the population is Hispanic of Mexican American descent (Estrada, 1999). A majority of the students speak English and Spanish with varying proficiency; however, thousands of students within the local school systems are recent immigrants who are monolingual Spanish speakers and are served in classrooms where beginning English is part of the daily curriculum (Region One, 1998).…”

Section: Rationalementioning

confidence: 99%

Decision Making in Determining Eligibility of Culturally and Linguistically Diverse Learners

2004

View full text Add to dashboard Cite

Assessment personnel from the southern borderlands area of Texas participated in analyzing one of four different hypothetical cases. Respondents were expected to defer making eligibility decisions due to language proficiency, environment, culture, or lack of data. When data were lacking, the investigators proposed that respondents would recognize the need for additional information and defer making a decision. Differences in eligibility decisions were found when the respondents analyzed cases in which a significant discrepancy existed and in cases in which language proficiency information was provided. Experience in assessment was significant in the determination that additional information was needed to reach a decision, F(2, 87) = 3.99, p < .05. A majority of the respondents (83%) made an eligibility decision using insufficient data.

show abstract

Living and Teaching Along the U.S./Mexico Border: Midwestern Student Interns’ Cultural Adaptation Experiences in Texas Schools

Cited by 6 publications

References 3 publications

Negotiating Displacement Spaces: Exploring Teachers' Stories About Learning and Diversity

Negotiating Displacement Spaces: Exploring Teachers' Stories About Learning and Diversity

A House of Mirrors: Seeing Myself, Seeing Mexican American Children

Decision Making in Determining Eligibility of Culturally and Linguistically Diverse Learners

Contact Info

Product

Resources

About