This study shows how a cohort of 22 bilingual preservice teachers imagined "re-existence" through "fugitivity" by using embodiment as a decolonial pedagogy to contest linguistic, xenophobic, racist, and classist oppression at micro levels at schools. The participants dramatized their future selves in specific situations they…

"Latina/os in Rhetoric and Composition: Learning from their Experiences with Language Diversity" explores how Latina/o academics' experiences with language difference contributes to their Latina/o academic identity and success in academe while remaining connected to their heritage language and cultural background. Using qualitative…

There is a growing perception, particularly among Hispanics, of the urgent need to structure a coherent national policy encompassing the rights of language minorities. No such policy can be framed without taking into consideration the unique situation of Puerto Ricans, who are American citizens by birth but who are taught in Spanish in Puerto…

Examines how U.S. public schools have responded to increasing numbers of limited English proficient students, given the limited supply of bilingual teachers and, in this context, examines language segregation in desegregated schools. Educational policymakers have a difficult time reconciling desegregation goals' requirements for comprehensible…

The Head Start Family and Child Experiences Survey (FACES), sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families (ACF), was first launched in 1997 as a periodic longitudinal study of program performance. This report is the fourth in a series that uses data from the FACES 2006 cohort to describe…

Research suggests that use of a child's native language in initial literacy instruction is beneficial. The Descubriendo la Lectura (DLL) Spanish-language application of the English Reading Recovery Program is described as implemented for one Spanish-speaking first grade boy. The DLL program capitalizes on strengths children demonstrate in reading.…

Reports on a study of an innovative secondary bilingual program for preliterate immigrant adolescents. Researchers compared classroom processes used in the bilingual program to those in English-as-a-Second-Language classrooms. Observations indicated no significant differences in off-task behavior. Neither group participated in many higher level…

Families of Hispanic-American children of limited English proficiency are generally being denied the right to choose intensive English-language instruction rather than more typical transitional bilingual education. This article reviews the success of intensive English-language instruction and presents the case for making it available. (SLD)

Written in the social context of the United States in the 1980s and based on information about Hispanic students, parents, teachers, and schools contained in the national High School and Beyond data set, this book addresses critical issues regarding the status of Hispanic education of interest to Hispanics, policymakers, and academicians. Part I…

In 2004 the Arizona Education Policy Initiative (AEPI), a collaboration of Arizona State University, Northern Arizona University, and the University of Arizona, conducted its first-annual survey of parents in a systematic effort to capture parent opinion and establish a framework for tracking parent views over time. Assessing parent opinion is…

The Arizona Education Policy Initiative (AEPI), a collaboration of Arizona State University, Northern Arizona University, and the University of Arizona, conducted a statewide telephone survey to get parents' perspectives on the condition of education in the state. From March 17 to March 27, 2004, a statewide random sample of 400 Arizona parents…