Download Free The Latinization Of Indigenous Students Book in PDF and EPUB Free Download. You can read online The Latinization Of Indigenous Students and write the review.

Based upon research in rural central Florida, The Latinization of Indigenous Students examines how schools perceive and process demographic information, including how those perceptions may erase Indigeneity and impact resource access. Based on multiyear fieldwork, Campbell-Montalvo argues that languages and racial identities of Indigenous Latinx students and families may be re-formed by schools, erasing Indigeneity. However, programs such as the federally funded Migrant Education Program can foster equitable access by encouraging pedagogies that position teachers as cultural insiders or learners. Anchored by pertinent anthropological theories, this work advances our ability to name and explain pedagogical phenomena and their role in rectifying or reproducing colonialism among marginalized and minoritized groups.
This groundbreaking volume describes unprecedented changes in education across Latin America, resulting from the endorsement of Indigenous peoples' rights through the development of intercultural bilingual education. The chapters evaluate the ways in which cultural and language differences are being used to create national policies that affirm the presence of Indigenous peoples and their cultures within Mexico, Ecuador, Peru, Bolivia and Guatemala. Describing the collaboration between grassroots movements and transnational networks, the authors analyze how social change is taking place at the local and regional levels, and they present case studies that illuminate the expansion of intercultural bilingual education. This book is both a call to action for researchers, teachers, policy-makers and Indigenous leaders, and a primer for practitioners seeking to provide better learning opportunities for a diverse student body.
This book is a comparative study of educational policies over the past two decades in Latin America. These policies, enacted through constitutional reforms, sought to protect the right of Indigenous peoples to a culturally inclusive education. The book assesses the impact of these policies on educational practice and the on-going challenges that countries still face in delivering an equitable and culturally responsive education to Indigenous children and youth. The chapters, each written by an expert in the field, demonstrate how policy changes are transforming education systems in Bolivia, Ecuador, Mexico, and Peru. Going beyond the classroom, they highlight the significance of these reforms in promoting intercultural dialogue in Latin American societies.
Demonstrates how educators and policymakers should treat the intertwined nature of immigrant education and social progress in order to improve current policies and practices. Offering a much-needed dialogue about Latino demographic change in the United States and its intersections with P–20 education, US Latinization provides discussions that help move beyond the outdated idea that Mexican and Spanish (language) are synonyms. This nativist logic has caused “Mexican rooms” to re-emerge in the form of English to Speakers of Other Languages (ESOL) transitional programs, tagging Latinos as “Limited English Proficient” in ways that contribute to persisting educational gaps. Spencer Salas and Pedro R. Portes bring together voices that address the social and geographical nature of achievement and that serve as a theoretical or methodological resource for educational leaders and policy makers committed to access, equity, and educational excellence.
There has been little or no research conducted regarding children from Latin American indigenous cultures who are diagnosed with learning disabilities when served by programs in the United States. Families immigrating to the United States through our southern borders do not always speak Spanish as their primary language. A percentage of these families, including their children, speak an indigenous language that is markedly different from Spanish. Often this language is only spoken, not written. This paper addresses the needs of these children in terms of accurate assessment and appropriate placement in a supportive educational setting.
In addition to Phoenician, Greek, and Latin, at least four writing systems were used between the fifth century BCE and the first century CE to write the indigenous languages of the Iberian peninsula (the so-called Palaeohispanic languages): Tartessian, Iberian, Celtiberian, and Lusitanian. In total over three thousand inscriptions are preserved in what is certainly the largest corpus of epigraphic expression in the western Mediterranean world, with the exception of the Italian peninsula. The aim of this volume is to present the most recent cutting-edge scholarship on these epigraphies and on the languages that they transmit. Utilizing a multidisciplinary approach which draws on the expertise of leading specialists in the field, it brings together a broad range of perspectives on the linguistic, philological, epigraphic, numismatic, historical, and archaeological aspects of the surviving inscriptions, and provides invaluable new insights into the social, economic, and cultural history of Hispania and the ancient western Mediterranean. The study of these languages is essential to our understanding of colonial Phoenician and Greek literacy, which lies at the root of their growth, as well as of the diffusion of Roman literacy, which played an important role in the final expansion of the so called Palaeohispanic languages.
Offering a much-needed dialogue about Latino demographic change in the United States and its intersections with P–20 education, US Latinization provides discussions that help move beyond the outdated idea that Mexican and Spanish (language) are synonyms. This nativist logic has caused "Mexican rooms" to re-emerge in the form of English to Speakers of Other Languages (ESOL) transitional programs, tagging Latinos as "Limited English Proficient" in ways that contribute to persisting educational gaps. Spencer Salas and Petro R. Portes bring together voices that address the social and geographical nature of achievement and that serve as a theoretical or methodological resource for educational leaders and policy makers committed to access, equity, and educational excellence.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on Oxford Academic and offered as a free PDF download from OUP and selected open access locations. Latinization is a strangely overlooked topic. Historians have noted it has been 'taken for granted' and viewed as an unremarkable by-product of 'Romanization', despite its central importance for understanding the Roman provincial world, its life, and languages. This volume aims to fill the gap in our scholarship. Expert contributors have been selected to create a multi-disciplinary volume with a thematic approach to the vast subject, tackling administration, army, economy, law, mobility, religion (local and imperial religions and Christianity), social status, and urbanism. They situate the phenomena of Latinization, literacy, and bi- and multilingualism within local and broader social developments and draw together materials and arguments that have not before been coordinated in a single volume. The result is a comprehensive guide to the topic, which offers original and more experimental work. The sociolinguistic, historical, and archaeological contributions reinforce, expand, and sometimes challenge our vision of Latinization and lay the foundations for future explorations. This volume will be accompanied by two further volumes from the European Research Council-funded LatinNow project: Latinization, Local Languages, and Literacies in the Roman West, and Languages and Communities in the Late-Roman and Post-Imperial Western Provinces.
A Companion to the Latin Language presents a collection of original essays from international scholars that track the development and use of the Latin language from its origins to its modern day usage. Brings together contributions from internationally renowned classicists, linguists and Latin language specialists Offers, in a single volume, a detailed account of different literary registers of the Latin language Explores the social and political contexts of Latin Includes new accounts of the Latin language in light of modern linguistic theory Supplemented with illustrations covering the development of the Latin alphabet