Dissertations / Theses: 'English language English language English language Spanish language Hispanic Americans'

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Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.

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Smith, Daniel James. "Patterns of variation in Spanish/English bilingualism in Northeast Georgia /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3088571.

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Sanchez, Giselle. "Prediction of English and Spanish Early Literacy Skills of English Language Learners in the Primary Grades." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3893.

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This study explored how language, emergent literacy, and reading skills in both English and Spanish develop with a group of English language learners (ELLs) (n = 267). Specifically, the researcher investigated what early language and literacy skills were the most important predictors of reading abilities as indicated by the Book Task in prekindergarten through first grade. Early language and literacy skills were assessed utilizing subtest from the Woodcock Language Proficiency Batter - Revised, the Woodcock Language Proficiency Battery - Revised - Spanish Form and the Phonological Awareness Task. Participants came from households where Spanish was one of the languages spoken. Multiple linear regression and path analyses were utilized to reveal the importance of each predictor variable during each grade level. Results indicated that vocabulary, listening comprehension, letter-word recognition, and phonological awareness are the most important predictors throughout the grade levels. These results are discussed in terms of their potential implications for research and practice with ELLs.

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Simon-Cereijido, Gabriela. "Verb argument structure deficits in Spanish-speaking preschoolers with specific language impairment who are English language learners." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344746.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009.
Title from first page of PDF file (viewed April 3, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 118-131).

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Dulcan, Emily. "A content analytic comparison of news frames in English- and Spanish-language newspapers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4539.

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Thesis (M.A.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 25, 2007) Includes bibliographical references.

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Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.

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Peinado, Ricardo. "The effects of student, familial, and educational variables on the English reading achievement of Spanish-speaking first-grade limited English proficient students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004001.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 173-200). Also available for download via the World Wide Web; free to University of Oregon users.

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Alonzo, Julie. "An examination of early reading skill covariance structure invariance across Spanish-speaking English language learners in grades 3 and 4 and their native English-speaking peers /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331398351&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.

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Rollins, Ivy E. "Using spelling performance to study literacy acquisition in English for Spanish-speaking students in the seventh grade /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277006.

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Cena, Johanna E. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10200.

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Rosas, Pedro. "A process of using mini-shared and guided reading to transition fluent readers in Spanish to English." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2161.

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A descriptive study was conducted using a modified approach to Guided Reading and Mini-Shared Reading to improve the reading comprehension levels of bilingual second graders in their second language, English.

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Visedo, Elizabeth. "From Limited-English-Proficient to Educator| Perspectives on Three Spanish-English Biliteracy Journeys." Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588408.

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The purpose of this multicase study was to describe and explain the perceptions of three Spanish-English culturally and linguistically diverse (CLD) high achievers on their biliteracy journeys to become educators in the United States (U.S.), by answering: What elements constitute the perspectives of three L1-Spanish/L2-English CLD high achievers on the relevance of their biliteracy experience in order to become educators in the U.S.?; What factors do these three L1-Spanish/L2-English CLD high achievers perceive as key to describe their biliteracy experience?; What relevance, if any, do these three L1-Spanish/L2-English CLD high achievers perceive their biliteracy experience had for them to become educators in the U.S.?; From the perspectives of these three L1-Spanish/L2-English CLD high-achiever educators, what impact, if any, did digital technologies have on their biliteracy experience? With a critical-pedagogy approach to multicase-study (Stake, 2006) inquiry, I used online methods to collect data on three high-achieving (GPA > 3.01) L1-Spanish graduates initially identified as limited-English-proficient by the American school system. For data collection, I used a participant-selection questionnaire, individual and group semi-structured interviews via Skype, e-journals for biliteracy autobiographies, artifact e-portfolios, my reflective e-journal, and one face-to-face unstructured interview with one participant only. Concurrently, I engaged in on-going data analysis to build meaning inductively and guide further data collection, analysis, and interpretation, until saturation, in an application of the dialectical method into research (Ollman, 2008). I included the email communications with the participants and their member checks. Two external auditors reviewed all data-collection and analytic procedures. I analyzed each case individually followed by the cross-case analysis. The findings indicated the importance of family and L1-community support, host-culture insiders as mentors, access to information, empowerment by means of conscientization, and the participants' advocacy of others by becoming educators. In this way, the study identified how the participants escaped the statistics of doom, which helps understand how to better serve growing L2-English student populations. The study closed with a discussion from the viewpoint of reviewed literature and critical pedagogy, my interpretation of the findings, and suggestions for future praxis in education and research.

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Christian-Daniels, Seaira B. "Diversity without Inclusion: A Comparative Analysis of the Production Value, Content, and Diversity of Co-owned Spanish and English-language Television Network News Broadcasts." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399550738.

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Runyan, Joshua David. "A comparison of academic success in high school Spanish One classes between Hispanic and Non-Hispanic surname students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2061.

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This study attemps to discover whether there is a difference in the academic performance of Spanish surname students in high school Spanish 1 language classrooms over their non-Spanish surname counterparts.

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Kevari, Mary Kathleen. "The role of universal grammar in second language acquisition: An experimental study of Spanish ESL students' interpretation of lexical pronouns." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1710.

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Berry, Alaina. "The Effects of Code-Switching: How Bless Me, Ultima Explores Chican@ Culture and American Identity." Ashland University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1430753754.

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Ray, Maureen. "School Culture and the Affective Learning Needs of Latino Long-term English Learners." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2209.

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The US Department of Education projects that by the year 2030 the total English Learner (EL) population in US schools will exceed 40 percent. Currently, by the time ELs make it to high school, after 6 or more years in English Language Development (ELD) programs, the majority (59 percent), are Long Term English Learners (LTEL). LTEL students represent a variety of ethnicities and language groups, but the focus of this qualitative study is LTEL students who identify as Latino LTEL. The purpose of this qualitative study was to describe and explain recently graduated Latino LTEL's perceptions of the impact of their school's culture on their academic and affective acculturation. As schools look to improve the educational outcome of Latino EL, listening to voices of former LTEL as they share their high school experiences can provide insights into ways to support the affective learning needs, academic success, and acculturation of Latino EL. Through 10 in-depth interviews with former Latino LTEL and employing qualitative coding analysis, this research explored and analyzed recently graduated Latino EL's perceptions of the impact of school culture on their academic acculturation. Even though schools have for many years attempted to address the needs of their linguistically diverse students, the results of this study indicate that the participants' high schools did not do enough to support their academic and affective learning needs. This lack of support impacted participants' self-perceptions of themselves as learners. To bridge Latino LTEL acculturative gaps, the findings support the need for school cultures to address the affective learning needs of their bi-cultural and Latino EL.

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Haas, Madeleine Marie. "The development of writing using funds of knowledge and whole language with secondary ESL students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/828.

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Higgins, Cybele Marie. "A Linguistic Needs Assessment of a Latino Community." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4819.

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Latino communities frequently face barriers in the midst of largely English speaking and mostly Anglo-American culture surrounding communities. These surrounding communities often may be somewhat resistant to adjusting to their changing populations. This case study is a linguistic needs assessment of a Latino community in a small city and neighboring town in the Northwest. Discussed are experiences, needs, and opinions of thirty Latina mother participants in regards to living in this community. Participants, all of whom were monolingual Spanish or limited English proficiency recent immigrants, were recruited through a social service agency serving low income Latinos. The study used observation, ethnographic-style notetaking, theme identification, and questionnaire development based on these themes, with short interviews. Seven themes were identified as central to participants' lives: general language issues, employment, housing, utility companies and social service agencies, medical care, child care and schools, and domestic violence. Implications are that more affordable housing, child care, and higher paying jobs would ameliorate the lives of these low-income Latino families. Also, more bilingual and culturally competent people are needed as property managers, employers, teachers, social service workers, and especially doctors, nurses, and medical receptionists for Latino families to have equal access and for the surrounding community to integrate with its changing population. Recommendations for English as a second language programs include development of curriculum relevant to Latina mothers' lives and teaching of linguistic strategies for living in the surrounding community. Concluding is a recommendation that studies with similar research questions be carried out in the surrounding community and in other Latino communities so, in comparing results, broader statements can be made about this population.

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Hunt, Beverly Thornhill. "The Effects of English Immersion Mathematics Classes on the Mathematics Achievement and Aspiration of Eighth-Grade Spanish-Speaking LEP Students." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277646/.

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This research grew from concerns relative to the mathematical performance of Spanish-speaking limited English proficient (LEP) public school students. This investigation studied the effects of the sheltered mathematics class on eighth-grade Spanish-speaking LEP students with regard to mathematical achievement, attitudes toward mathematics, the dropout rate, and the number of math credits earned in high school. The enrollment of a sheltered mathematics class was limited to LEP students. The purpose was to compare Spanish-speaking LEP students enrolled in sheltered mathematics classes with Spanish-speaking LEP students enrolled in regular mathematics classes. The research hypotheses were that achievement, mathematical attitudes, the dropout rate, and high school math credits earned would favor enrollment in sheltered mathematics classes. The data for achievement, dropout information, and mathematics course work completed were drawn from student records in the school district data bank. A mathematics attitude survey was given to a sample from the 1995-96 eighth-grade advanced level Spanish-speaking LEP students. The research hypotheses were not accepted. All of the populations did show an academic deficit. However, they did have more positive attitudes than negative attitudes toward mathematics. To improve achievement, staying in school, and a higher rate of inclusion in mathematics related careers the following recommendations were made: 1. Research should be done to write standardized mathematics tests that would be accurate and fair for Spanish-speaking LEP students. 2. Further research should be done into teaching strategies and classroom management particularly suited to Spanish-speaking LEP students. 3. Attitude measures should be used as pretest and posttest to study the effect of sheltered mathematics classes on LEP students in relation to attitudes toward mathematics and motivation to continue schooling. 4. Recruit and train qualified mathematics teachers to teach English as a second language (ESL) mathematics.

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Elizondo, Luna Roberto Carlos. "Medusa House." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429271265.

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Burrows, Sonja S. 1973. "Beyond the comfort zone: Monolingual ideologies, bilingual U.S. Latino texts." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10866.

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xii, 206 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This project examines reader reception of U.S. Latino-authored narratives that engage in varying degrees of textual code switching and bicultural belonging. The analysis builds on the argument that these narratives, as part of a larger body of minor literatures, play a role in revolutionizing traditional Anglo-American discourses of knowledge by marginalizing the monolingual and monocultural reader historically positioned as the prototype of cultural literacy in the United States. This project further proposes that marginalization is achieved by a textual appropriation and structural weakening of the dominant language and culture via the creation of a narrative space that privileges code switching to articulate bicultural identities. U.S. Latino texts that alternate between English and Spanish mirror the misunderstandings and failures of intelligibility in the multicultural situations they depict, thereby requiring the monolingual and monocultural reader to experience this unintelligibility first-hand. In order to tackle broader questions about how these literary texts and their reception reflect what is at stake politically, nationally, and culturally for Latinos in the United States today, this interdisciplinary project draws upon a diversity of perspectives originating from linguistics, literary analysis, sociology, and history to identify how literary texts mirror bicultural identity for Latinos. As a part of this analysis, the project examines the history of Spanish language use in the United States, Latino immigration history, the standard language ideology privileging English monolingualism, the persistence of bilingualism, oral and written code switching, the publishing industry, and analyses of reader responses to bilingual texts based on survey data. In situating these histories within discussions about the bilingual, bicultural nature and reception of the U.S. Latino narrative, this project shows how the linguistic makeup and the subsequent receptivity of these texts minor the bicultural identity and changing social positioning of the Latino population in the United States.
Committee in charge: Robert Davis, Chairperson, Romance Languages; Analisa Taylor, Member, Romance Languages; Monique Balbuena, Member, Honors College; Holly Cashman, Member, Not from U of O; David Vazquez, Outside Member, English

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Morrow, William Judson. "¿Qué va a pasar en el Buckeye State? Pasos hacia inglés como idioma oficial." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211931412.

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Lacayo, Buckley Nidia Patricia. "Factors that inhibit the acquisition of English by Hispanic adults." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/706.

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Trilla, Graciela. "Bilingual and biliterate by choice: profiles of successful Latino high school seniors." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33573.

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Thesis (Ph.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The lives of eleven Latino subjects meeting strict language proficiency criteria were examined as individuals, students, peers, family members, and as members of their community. The students became bilingual and biliterate over time, having arrived in the United States as children with limited English proficiency. Factors believed to have contributed to their bilingual status were categorized in the areas of home, school, individual and society. These were identified through questionnaire, interviews and accountings of academic histories. Language proficiency was measured with story retelling tasks in each language, and scores on the Test of English as a Foreign Language (TOEFL) and Spanish Advanced Placement exams. Each subject became bilingual and biliterate through varied and complex circumstances. The data revealed factors that interacted in different ways for each of the subjects although they reached the same results of bilingualism and biliteracy. Two factors, however, were present in each case. One was the use of Spanish in the homes as the dominant language of the parents, and the other was the participation in Spanish language arts classes in high school. The subjects exhibited values such as loyalty to the family, respect for elders and figures of authority, a strong work ethic, and a positive perception of both the Latino identity and the Spanish language. They had all been instructed in bilingual education programs. The Spanish language arts program at the high school provided the subjects with a challenging curriculum in Spanish. They shared the perception that the high school as well as society regarded them with respect as bilingual and biliterate Latinos. The subjects held a strong image of themselves as Latinos proud to be mastering English while educated in both languages. All eleven subjects believed that Spanish was integral to their lives and that learning English did not have to be at the expense of the continued development of Spanish.
2031-01-01

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Preciado, Jorge A. "Using a function-based approach to decrease problem behaviors and increase reading academic engagement for Latino English language learners /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419031&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 127-136). Also available for download via the World Wide Web; free to University of Oregon users.

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Colón, Amill Daniel A. "Acculturation and Language in Emphasis Frames." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1594976629505623.

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Muñoz, María Eugenia. "Expanding the televisual borders the emergence of Latino-themed programming in contemporary English-language television /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1973583891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Vondracek, Sara A. Michelucci. "The effect of the Fisher Price PowerTouch[trade mark symbol] System on the emergent literacy skills of Spanish-speaking preschoolers." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151510082.

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Salgado, Herlinda Arlene Galve. "Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123631.

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Elementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority students. The final goal of immersion programs is to develop proficiency in the home language and dominant language, identified as first language (L1) and second language (L2), to impact the understanding of academic concepts.

This study explores teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievement and educational growth in a Spanish language immersion program. Ultimately, the study aimed to identify processes that educational leaders could incorporate into instructional models to improve as many Hispanic students’ experiences and outcomes as possible. Research questions explored include: 1) What are teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievements in a Spanish language immersion program? 2) What are the trends, such as social, behavioral, and cultural, that teachers perceive about the academic growth of U.S.-born ELL Hispanic students in a Spanish language immersion program? and 3) What do teachers perceive to be the processes that educators can incorporate in the Spanish language immersion program to improve the academic achievement of U.S.-born ELL Hispanic students?

A semi-structured interview and focus groups were used to approach the participating teachers (n=10) from one elementary school, identified as the pseudonym a Midwestern Spanish Language Immersion Program (MSLIP), that provides 80% of instruction in Spanish and about 20% in English for ELLs. Data analyzed for this study included secondary sources composed of information such as standardized test scores, behavior incident reports, attendance, age, parents’ ethnicity and school background, and years of schooling at MSLIP.

Major findings from this study showed that teachers at MSLIP perceive that U.S.-born ELL Hispanic students benefit from learning academics in their home language as students had better comprehension of content. However, MSLIP teachers recognized that having a 50/50 bilingual immersion model would facilitate a balanced program to succeed academically in the United States. Recommendations for further research includes among others: developing strategies to overcome the educational trends to perform in the subject content in both languages, English and Spanish; and research how the “deficit perspective” is affecting the teachers’ practices in urban settings since this is a distractor for teachers improving their professional practices.

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Stevenson, Lisa M. "A comparison of English and Spanish assessment measures of reading and math development for Hispanic dual language students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4764.

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This quantitative study was designed to determine the extent to which the language of testing in reading and math had a positive effect on 50/50 dual language program Hispanic students' reading and math achievement level as measured by a standardized achievement test. The research questions in this study include: 1. Is there a statistical difference in reading achievement for Hispanic 50/50 English- Spanish dual language program students when testing data is disaggregated linguistically? 2. Is there a statistical difference in math achievement for Hispanic 50/50 English- Spanish dual language program students when testing data is disaggregated linguistically? This study examined the reading and math standardized achievement results for students in grades 2-12 in a school district in Iowa serving students in pre-kindergarten through grade 12 that chooses to offer 50/50 dual language Two-Way Immersion (TWI) (Spanish/English) instruction to its students. The district uses the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED), both presented in English, and the Spanish test Logramos to evaluate student achievement. The reading and math results of 157 Hispanic students enrolled in the dual language program are compared in this study to determine if the Hispanic students, on average, achieve at higher levels as measured by national grade equivalency (NGE) and percentage proficient when testing in Spanish versus English in math and in reading. There was, on average, a two-year gap in reading performance by Hispanic students when testing in English compared to testing in Spanish. The students performed about two years above grade level in Spanish in reading, but rarely performed even at grade level in English as measured by NGE and percentage proficient results. Over the three- to five-year testing window, the reading gap stayed constant at about two years. When comparing English and Spanish math results for the same students by grade level, the students scored at a higher level in Spanish over 97% of the time compared to the English math results. The results show that for the eight graduating cohorts, the average percent proficient is 72% overall when taking the math test in Spanish, but for the math test in English the average percent proficient is only 50.2% proficient. Linguists have argued that Hispanic students' progress in attaining proficiency on standardized reading and math assessments is possible after five to seven years of learning English. This study demonstrates that not all Hispanic students progress to that level of proficiency and that further programming options or interventions might be needed within the TWI program model. Additionally, this study shows that the rate toward proficiency in reading and math on the English and Spanish versions differs over time and that students generally attain proficiency in math prior to reading on both the English and Spanish assessments. Balancing the language acquisition process through models like dual language is supported in research, but implementing a TWI program model and utilizing native language assessments like Logramos must be carefully studied, monitored, and enacted with community support and ongoing professional development for all involved. Dual language programs and native language assessments are a means to address issues presented by No Child Left Behind (NCLB) in relation to Hispanics' and English Language Learners' (EL) academic achievement, but further studies must address other subgroups within the dual language programs.

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Sebolt, Stephanie Ann Doswald. "Negotiating Meaning: How Spanish-Speaking Mothers Make Sense of the Construct of Parental Involvement." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/28979.

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Parental involvement has been at the forefront of many studies leading to the conclusion that increased parental involvement improves academic achievement. Despite findings suggesting the benefits of parental involvement, research reveals a lack of parental involvement among Spanish-speaking parents. The overarching objective of this qualitative case study was to explore how Spanish-speaking mothers make sense of the construct of parental involvement. This qualitative study was comprised of three cases: one Guatemalan mother and two Honduran mothers each with children attending elementary school. My methodology allowed me to explore and depict historical and sociocultural factors that influence how the mothers view their role in their childrenâ s education. I collected data through semi-structured interviews, informal observations, and extensive fieldnotes and I conducted on-going analysis on these data. Data provide evidence that the mothers in the study hold a different perspective of parental involvement from that of school personnel. Their views stem directly from their own historical and cultural knowledge, which differs from that of middle-class, White Americans. They are involved in their childrenâ s overall education in ways not acknowledged by educators.
Ph. D.

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Preciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.

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In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and dictates choice. The scarcity in research of Chicana identity through mixed-language writing in composition depicts an existing chasm between academic demographics and university sentiments. Educational institutions that neglect to investigate, engage, and participate in textual identity perpetuate accepted pensamiento. Therefore, insight to Chicana thought, culture, and educational experiences may assist and inform the teaching dominant culture, not to separate, but to conjoin information with experience for those seeking diversity.

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Butcher, Erica. "An Audience Reception Analysis Field Study: Exploring Second and Later Generation Latino Viewers’ Perceived Realism Appraisals of Latino Fictional Television Characters in English Language Television Programs." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1249586967.

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Morrow, William Judson. "¿Qué va a pasar en el Buckeye State? Pasos hacia inglés como idioma oficial /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1211931412.

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Trombetta, Adriana. "LATINA EDUCATORS TESTIMONIOS ON THEIR JOURNEYS THROUGH THE TEACHING PIPELINE: WHAT CAN BE LEARNED." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1576748489364935.

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Christiansen, Martha Sidury Juarez Lopez. "Facebook as Transnational Space: Language and Identity among 1.5 and Second Generation Mexicans in Chicago." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366196872.

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Gazda, Emily. "Los niños que se quedan atrás: la doble moral sobre el bilingüismo de los niños de lengua minoritaria en las escuelas públicas estadounidenses = The children left behind: the double standard of bilingualism for minority language c." Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1336696910.

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Rios, Bernardo Ramirez. "Culture, Migration, and Sport: A Bi-National Investigation of Southern Mexican Migrant Communities in Oaxaca, Mexico and Los Angeles, California." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338140496.

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Haftel, Jodie. ""¿Dónde está el sticky tape?" : the real deal about Spanglish and why it's not such a bad thing after all /." 2006. http://www.consuls.org/record=b2773333.

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Thesis (M.A.) -- Central Connecticut State University, 2006.
Thesis advisor: Lilián Uribe. "... in partial fulfillment of the requirements for the degree of Master of Arts in Spanish." Includes bibliographical references (leaves 129-136). Also available via the World Wide Web.

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Moon, Daniel Louis. "High school English learners and college-going : three stories of success." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3596.

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Recent research suggests that the college-going trajectories of English language learners (ELLs) may be improved by focusing on their academic abilities rather than their English limitations; that ELLs are capable of high-track, college preparatory coursework. Most research draws on feedback or observations of current high school students. This qualitative study uses semi-structured interviews to elicit retrospective perspectives of three Latina college students placed in English as a second language (ESL) during high school. These three former ELLs were able to navigate from ESL courses to higher-track, advanced placement (AP) courses, which prepared them for college. Results suggest that relatively short times spent in ESL may positively influence ELLs’ access to college preparatory coursework and integration with native English speaking (NES) peers who possess college-going social capital. Results also suggest that ELLs’ perceptions of teachers’ high expectations and college-going assistance may provide important social capital facilitating ELLs’ access to higher-tracks and college.
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Osborne, Jennel C. "Quality of Life in Latino and Non-Latino Youth aged 8-18 Years with Sickle Cell Disease: A Mixed Methods Study." Thesis, 2018. https://doi.org/10.7916/D81K0SRK.

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While sickle cell disease (SCD) primarily affects those of African heritage, Latinos, the second most commonly affected group, are often not included in studies of youth with SCD. The purpose of this mixed methods study was to complete the linguistic translation validation of the PedsQL SCD Module, a recently validated disease specific quality of life (QOL) instrument, for use in Spanish speaking parents and youth with SCD (Aim 1). Using this instrument, QOL of Latino and African American youth with SCD who participated in an NIH funded study to improve adherence to hydroxyurea therapy (R21 NR013745) were compared (Aim 2) and factors associated with QOL examined (Aim 3). For Aim 1, 10 Latino youth with SCD (n = 5 age, 8-12 years; n = 5 age, 13-18 years) and their parents completed a demographic survey, Spanish version of PedsQL SCD Module and an audio-taped cognitive interview. Across age groups, all reported that the translated PedsQL Sickle Cell Disease Module was easy to understand and had minimal suggestions for further improvement. For Aims 2 and 3, secondary baseline data from 28 youth (mean age 13.6  2.4 years) with sickle cell disease and their parents who participated in the HABIT feasibility trial were analyzed using descriptive statistics, Wilcoxon Signed Rank and Mann-Whitney test, and linear regression modeling. Latino youth reported higher QOL scores than non-Latino youth for all QOL measures except for the Worry II subscale of the disease-specific QOL measure while Latino parents reported higher QOL scores than non-Latino parents for all subscales except for three: the disease-specific Worry I, Worry II, and Communication I subscales. Poorer disease specific QOL was predicted by greater youth-parent discordance regarding sickle cell disease responsibility for parents (β = -3.07, p = 0.04) but not youth. Poorer disease-specific QOL was predicted by greater number of both emergency room visits during the prior year for both youth (β = -2.89, p = 0.005 [self-report]; β = -5.07, p = 0.002 [electronic medical records]) and parents (β = -3.41, p = 0.002 [self-report]; β = -6.93, p = <0.001 [electronic medical records]) and hospitalizations during the prior year (youth β = -5.72, p = <0.001 [self-report]; β = -7.56, p = 0.03 [electronic medical records]; parents β = -6.48, p = <0.001 [self-report]; β = -9.16, p = 0.02 [electronic medical record]). Based on these findings, greater youth-parent discordance regarding sickle cell family responsibility and greater utilization of emergency rooms and/or hospitals were associated with poorer disease-specific QOL.

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Larrotta, Clarena. "Using a negotiated, holistic, inquiry-based curriculum with Hispanic adults developing English literacy." Thesis, 2005. http://bibpurl.oclc.org/web/16757.

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Rivera, Sandra Carolina. "Children food advertising in English and in Spanish : does language create different appetites?" Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3530.

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This report observes food commercials within children programming on English and Spanish television networks (cable channels and broadcast channels). With advertisements greatly influencing food consumption, this repost was based on the assumption that Spanish advertisements tailored to Hispanics differed from English advertisements in frequency and content. If so, could this be a contributing factor as to why Hispanic children tend to be more overweight compared to their general market? Through observation, analysis and reviewing past studies, this report established that there is a difference of frequency and content within food commercials aired on the two television categories. However, the difference was unexpected. In reality, Spanish channels air more PSAs and fewer food commercials compared to English networks. Besides the different frequency of food advertisements on these channels, the intended audiences also differed within Spanish and English television.
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Cahnmann, Melisa Shawne. "Whats's behind door number one; two and three? the meanings and values that early adolescent Mexican Americans attach to Spanish, English, and bilingualism /." Diss., 1997. http://catalog.hathitrust.org/api/volumes/oclc/38104093.html.

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Galindo, Hugo C. "The effect of special language programs on school academic performance of hispanic high school students." 1989. http://catalog.hathitrust.org/api/volumes/oclc/29238313.html.

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Fleming, Alicia Ann-Marie. "CAMBIOS DIALECTALES E IDIOSINCRACIAS EN LA ENSEÑANZA DEL SEGUNDO IDIOMA A ESTUDIANTES MINORITARIOS A TRAVÉS DE LA POESÍA AFROCUBANA." Thesis, 2013. http://hdl.handle.net/1805/3201.

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Indiana University-Purdue University Indianapolis (IUPUI)
Cotidianamente los profesores se hacen esta pregunta: ¿cómo pueden relacionarse mis estudiantes con la lección? Saben que si los estudiantes pudieran acoplarse con el contenido de la lección, entenderían y aprenderían con gran eficacia. En la mayoría de los distritos escolares urbanos de Indianapolis, Estados Unidos hay muchos estudiantes afroamericanos que están en clases de lengua extranjera que piensan que no existen atributos de conexión --como tradiciones y costumbres-- que tienen aspectos en común con sus propias culturas. Por otro lado, hay estudiantes afrolatinos que son nativos de esas lenguas pero a quienes no se les expone a elementos que pertenecen a su cultura o herencia. Esta investigación se enfocará en cómo los profesores pueden utilizar la poesía para enseñar una lengua extranjera; específicamente, cómo se puede utilizar la poesía afrocubana para vincular la lección a los estudiantes minoritarios y su cultura.

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Delgado, Rocío. "Teachers' instructional practices when working with Latino English language learners with reading-related disabilities." Thesis, 2006. http://hdl.handle.net/2152/2712.

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Dissertations / Theses on the topic 'English language English language English language Spanish language Hispanic Americans'

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