‘Hay que seguir luchando’: struggles that shaped English language learning of four Cuban immigrant women     

John S. Butcher  Jane S. Townsend 《International journal of qualitative studies in education》2013,26(7):829-856

Newly arrived from Cuba, Angelica, Dora, Marina, and Damaris attempted to negotiate new surroundings and immigrant identities, building a sense of home for themselves and their families. Data from qualitative interviews, classroom observations, and focus group conversations revealed hopes that by acquiring English language skills, they would improve their quality of life in their new country. Struggles included personal factors situated in their pasts in Cuba and their new surrounds in the Miami Cuban exile enclave, contexts that were further complicated by uncertain expectations of new lives in Miami and the overwhelming task of learning a new language at a local adult education center. The women negotiated pressure from spouses, assisted children in Cuba, pondered uncertainties of crossing cultural and linguistic borders, and anticipated eventual acceptance within the greater English‐speaking society. The women’s individual luchas (struggles) and English language learning efforts were tempered by their dreams for their children and themselves.  相似文献   

Nailing JELL-O® to a Tree: Improving Access to 20th-century Music     

《Cataloging & classification quarterly》2013,51(3):31-39

ABSTRACT

Although literary warrant and use of current terminology are principles which have guided the creation of Library of Congress Subject Headings for quite some time, for many years adequate headings were not established to provide access to several concepts in 20th century music. Some of the problem areas include electronic music, music theater, text-sound compositions and musical notation. The efforts of two working groups of the Music Library Association have resulted in improved access in many of these areas. Still, problems remain, some due to LC's policies and practices regarding musical styles. It may take other approaches, such as the use of a music thesaurus, to fully overcome the remaining issues.  相似文献   

《丧钟为谁而鸣》:西班牙内战的反思     

高德强 《黔南民族师范学院学报》2003,23(5):24-30

本文从小说文本出发，研究了海明威写作《丧钟为谁而鸣》的动机。文章指出，小说是对西班牙内战的反思，探讨了共和国失败的原因、战争中的暴行和为正义事业献身等问题。文章认为，小说总结的教训和体现的精神，无论在当时还是在今天都有积极意义。  相似文献   

Variations Between Latino Groups in us Post-Secondary Educational Attainment*     

Lisette M.?GarciaEmail author  Alan E.?Bayer 《Research in higher education》2005,46(5):511-533

Hispanics/Latinos are the fastest growing minority group in the US, and represent a diverse variety of ethnic groups with unique heritages. Yet educational and social research often analyzes this group in aggregate. This research, employing 1980 high school senior longitudinal data from the High School and Beyond project, demonstrates substantial differences in post-secondary educational attainment between some Hispanic/Latino groups. Net of a number of individual, socio-economic, family and high school background variables, logit analysis shows that Mexican Americans are significantly below others in post-secondary educational attainment after high school. The results are discussed in regard to future research adopting analysis of individual Hispanic/Latino groups rather than employing the aggregate measure which can substantially misrepresent the relationship between component Latino/a groups and educational attainment.We are indebted to Robert Kaufman for consultation on methodological and statistical approaches; and to Michael Hughes, James Michaels, and Ellen Plummer for helpful suggestions for revision on earlier versions of this paper. This paper is based in part on a Master’s thesis by the first-named author.  相似文献   

Inhabiting culture: Spanish anarchists’ vision of cultural learning through aesthetics in the nineteenth and early twentieth centuries     

Eulàlia Collelldemont  Conrad Vilanou 《Paedagogica Historica: International Journal of the History of Education》2017,53(3):228-245

Abstract

Revisions of textual and audio-visual materials reveal the educational vision of Spanish anarchists. Through research, we have discovered the importance of aesthetical education and art in general for this protest political party. By studying the three key historical moments of the movement (1868–1939/ 1901–1910/ 1910–1936–1939) we have traced the evolution of the concept and practice of cultural learning. What stands out in the origins of the movement is the concern to introduce art and culture into school subjects while disseminating this knowledge to the whole population. Later, when the Modern School opened, the arts were introduced into the syllabus of teaching-learning. The aesthetic principles defended in the first period were turned into literary works with the aim of educating children from rationalist schools. Finally, we identify a time when the materials created by the Modern School were disseminated to working-class schools as a form of resistance against the politics proposed by government parties. The outbreak of the Civil War turned the corpus of aesthetical education into a cultural programme of demilitarised political resistance.  相似文献   

Analogical Transfer by Spanish–English Bilinguals: Implications for Educational and Employment Settings     

Eri Fukumine 《Journal of Latinos & Education》2016,15(2):134-139

The present research investigated analogical transfer during problem solving by bilinguals. In a study with 50 Spanish–English bilinguals, participants solved a target problem whose solution was similar to that of a preceding source problem. The source problem was always presented in the 2nd language; the target problem was always presented in the 1st language. The results showed that when participants understood a key structural feature shared by the source and target problems, they solved the target problem more often than others. Participants’ performance was not related to their proficiency in the language of the source problem (i.e., the 2nd language).  相似文献   

The influence of lexical and sublexical variables in normal and poor Spanish readers     

Sylvia Defior  Fernando Justicia  Francisco J. Martos 《Reading and writing》1996,8(6):487-497

The main aim of our study was to find out the effect of several lexical and sublexical variables (lexical category, lexical frequency, syllabic structure, and word length) in the acquisition of reading in a transparent language such as Spanish. The second goal of our study was the comparison of the effect of these variables in normal and poor Spanish readers. One hundred and forty children (aged between 6 and 12), twenty of whom were poor readers, were tested using a reading test of 306 items in which we balanced all the variables. The dependent variable was the percentage of correct responses in a decontextualized word reading test. Our results showed that all the above mentioned variables produced a significant effect on the number of errors made by the children. This pattern of results suggests no difference between the processes involved in the reading acquisition of Spanish and those implicated in deep orthographies such as English. Our results also showed no qualitative differences between normal and poor readers. The four variables studied showed the same behaviour in their effect on reading performance for both normal and poor readers, indicating that poor readers also use both the lexical and the phonological route. Our data suggest the universality of the dual route model, independent of the transparency or opaqueness of the different alphabetical languages.  相似文献   

Literatura Multicultural en Español: ¿Abriendo Ventanas O Reforzando Estereotipos?     

Mónica Coto  Mary Amanda Stewart 《Journal of Latinos & Education》2017,16(2):156-163

La resiente afluencia de literatura infantil en español representa una excelente oportunidad para los que los programas bilingües generen enseñanza auténtica de la lectoescritura en español, pero, ¿podrían estos textos estar representando una sola historia de la población hispana en los Estados Unidos? ¿Se perpetúa, a través de estos textos, el estereotipo del inmigrante hispano con baja escolaridad y baja condición socioeconómica? ¿Cómo pueden otros estudiantes bilingües de origen anglosajón o provenientes de familias con alta escolaridad y solvencia económica identificarse con los personajes de estos textos? En el presente estudio analizamos 45 textos infantiles multiculturales escritos o traducidos y 155 publicados en español en los Estados Unidos, para identificar los patrones culturales que representan. Los resultados indican una sobrerrepresentación de un solo origen cultural y una clase social, principalmente mexicano de bajo nivel socioeconómico. El estudio refuerza la necesidad de mantener estos textos en los salones de clase porque generan una fuente de identidad cultural y de inspiración a la superación para muchos miembros de la comunidad educativa, pero advierte sobre la necesidad de tener presente que la experiencia bilingüe y bicultural puede significar conceptos completamente diferentes según el origen de cada uno de nuestros estudiantes.  相似文献   

“I Like English Better”: Latino Dual Language Students’ Investment in Spanish,English, and Bilingualism     

Alexandra Babino  Mary Amanda Stewart 《Journal of Latinos & Education》2017,16(1):18-29

This mixed-methodology study surveys 63 fifth graders in a one-way dual language school. Findings alarmingly indicate that although these students are native Spanish speakers in a school that delivers 50% of their instruction in Spanish, they prefer English both academically and socially. Subsequent interviews with 10 sample students of the larger study generate deeper understandings about how these students view their languages. If dual language programs are going to be maximally successful, then they must foster an environment that encourages students’ attitudes and investments toward both of their languages, taking particular care to protect and promote the minority language.  相似文献   

任务支持型语言教学在《基础西班牙语》教学中的运用     

陆仪婷  孔繁凡 《教育教学论坛》2019,(31):145-147

本研究从《基础西班牙语》目前普遍遵循的“基于任务型语言教学”理念的内涵入手,比较了和“任务支持型语言教学”理念的区别,探讨了“基于任务型语言教学”在《基础西班牙语》课中使用的难度及缺点,提出了将交际任务和传统语言教学法结合起来的“任务支持型语言教学”理念能更好地针对零基础西班牙语专业学生的观点,举例说明了“任务支持型语言教学”在实际教学中的运用能为高校西班牙语专业学生奠定更扎实的语言基础。  相似文献