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• 1. [Article] Culturally Specific Bilingual Arts Integration

  Today's young people are a source of growing social and academic concern. Combined with economic, cultural and linguistic barriers, Latino students are an even greater concern. Studies have demonstrated ...

  Citation × Citation Citation Abstract Copy Title: Culturally Specific Bilingual Arts Integration Author: Malan, Danielle L. Year: 2016 Today's young people are a source of growing social and academic concern. Combined with economic, cultural and linguistic barriers, Latino students are an even greater concern. Studies have demonstrated qualitative improved learning with either arts integration or with bilingual education. After a literature review, there was no conclusive quantitative evidence done prior to this study in 2015, for the benefits of combining the two to use bilingual arts integration as a method for improved learning. Could bilingual arts education improve learning? The purpose of this study was to evaluate the effect of bilingual arts integration on learning, and the positive outcomes for the Latino students it serves. Several data collection methods were used in this study, including surveys, rubrics, videotaped interviews, observations, and evaluations, although pre and post-testing with a timed Curriculum Based Method (CBM) was the primary methodology used at all six schools to determine the percentage of growth. Test scores from the six participating schools seems to indicate that the Latino students gained the most in comprehension, due possibly to their cultural connection. Students of other races followed, which included African American, Asian American/Pacific Islander, Native American, Slavic and Arabic, suggesting than non-Eurocentric curriculum can be engaging for other cultures as well. Title: Culturally Specific Bilingual Arts Integration Author: Malan, Danielle L. Year: 2016 Today's young people are a source of growing social and academic concern. Combined with economic, cultural and linguistic barriers, Latino students are an even greater concern. Studies have demonstrated qualitative improved learning with either arts integration or with bilingual education. After a literature review, there was no conclusive quantitative evidence done prior to this study in 2015, for the benefits of combining the two to use bilingual arts integration as a method for improved learning. Could bilingual arts education improve learning? The purpose of this study was to evaluate the effect of bilingual arts integration on learning, and the positive outcomes for the Latino students it serves. Several data collection methods were used in this study, including surveys, rubrics, videotaped interviews, observations, and evaluations, although pre and post-testing with a timed Curriculum Based Method (CBM) was the primary methodology used at all six schools to determine the percentage of growth. Test scores from the six participating schools seems to indicate that the Latino students gained the most in comprehension, due possibly to their cultural connection. Students of other races followed, which included African American, Asian American/Pacific Islander, Native American, Slavic and Arabic, suggesting than non-Eurocentric curriculum can be engaging for other cultures as well. Close

• 2. [Article] More than Meets the Eye: Latino Students in a Two-Way Immersion Program and Stereotype Threat

  Figures from the 2010 Census indicate that there are 50.5 million Latinos (16% of the total population) living in the United States (US) today. From 2000 to 2010, the Latino population experienced a very ...

  Citation × Citation Citation Abstract Copy Title: More than Meets the Eye: Latino Students in a Two-Way Immersion Program and Stereotype Threat Author: Solares Vega, Edgar Ubaldino Year: 2016 Figures from the 2010 Census indicate that there are 50.5 million Latinos (16% of the total population) living in the United States (US) today. From 2000 to 2010, the Latino population experienced a very rapid growth rate of 43%, which accounted for over half the total population growth. More and more Latino students are entering our public schools and face the reality that 62 years after the Brown V. Board of Education ruling to integrate schools and equalize educational opportunities, schools are more racially and economically segregated and more unequal than they were more than half a century ago. As a group, Latinos continue to struggle academically and there is a large academic achievement gap between Latino students and White students. Using the lens of Latino Critical race theory, this narrative study was an attempt to understand the educational experience of five Latino students in a two-way immersion program within a racialized public education system in which negative stereotypes, such as lack of intellectual abilities, could create a threatening environment hindering their academic success. This narrative inquiry study sought to understand how, if at all, Latino students in a fifth grade two-way immersion program experienced anxiety about the ways they believe to be perceived in the classroom and school settings by their teachers and other classmates. Finding of this study confirmed the relative success of two-way immersion programs educating Latino students and highlighted the urgent need to conduct more research in bilingual settings trying to understand the role stereotype threat might play in the educational experience of Latino students. The fact that Latino students were still lagging behind their native English-speaking counterparts in the TWI program is a reality that must be researched further to understand the lived experiences of Latino students in bilingual programs. Title: More than Meets the Eye: Latino Students in a Two-Way Immersion Program and Stereotype Threat Author: Solares Vega, Edgar Ubaldino Year: 2016 Figures from the 2010 Census indicate that there are 50.5 million Latinos (16% of the total population) living in the United States (US) today. From 2000 to 2010, the Latino population experienced a very rapid growth rate of 43%, which accounted for over half the total population growth. More and more Latino students are entering our public schools and face the reality that 62 years after the Brown V. Board of Education ruling to integrate schools and equalize educational opportunities, schools are more racially and economically segregated and more unequal than they were more than half a century ago. As a group, Latinos continue to struggle academically and there is a large academic achievement gap between Latino students and White students. Using the lens of Latino Critical race theory, this narrative study was an attempt to understand the educational experience of five Latino students in a two-way immersion program within a racialized public education system in which negative stereotypes, such as lack of intellectual abilities, could create a threatening environment hindering their academic success. This narrative inquiry study sought to understand how, if at all, Latino students in a fifth grade two-way immersion program experienced anxiety about the ways they believe to be perceived in the classroom and school settings by their teachers and other classmates. Finding of this study confirmed the relative success of two-way immersion programs educating Latino students and highlighted the urgent need to conduct more research in bilingual settings trying to understand the role stereotype threat might play in the educational experience of Latino students. The fact that Latino students were still lagging behind their native English-speaking counterparts in the TWI program is a reality that must be researched further to understand the lived experiences of Latino students in bilingual programs. Close