María Guadalupe Arreguín-Anderson

Deliberate Language Planning in Environmental Education: A CRT/LatCrit Perspective

In this study, the authors narrate a deliberate language planning experience within the dynamics of the first Project WILD environmental workshop conducted in Spanish. Using critical race theory and critical Latino theory the authors explore ways in which an environmental program can be infused with Latino culture and Spanish language to address the linguistic and cultural make-up of the local audience. It further identifies preservice bilingual teachers’ perceived relevance of this type of efforts and offers recommendations for practice.

Una Perspectiva Crítica Racial de la Opresión Lingüística Desde el Lente de Voces Chicanas

En este artículo los autores recurren a voces de personajes chicanos para analizar y discutir la opresión lingüística del méxico americano durante las décadas de 1920 a 1960. Utilizando la teoría racial crítica y la teoría latina del racismo (CRT y LatCrit por sus siglas en inglés) los autores hacen referencia específica a pasajes, documentos históricos y piezas de la literatura para argumentar que cuestiones de poder y racismo han impactado la restricción en el uso del idioma español en los Estados Unidos. De manera específica, se hace referencia a los castigos sufrido por varias generaciones de hispanoparlantes. In this article, the authors analyze and discuss the linguistic oppression faced by Mexican-Americans from the 1920s to the 1960s as narrated by Chicano voices. Critical Race Theory and Latino/a Critical Race Theory permeate the argument that issues of power and racism have impacted the use of Spanish in the United States. This oppression is reflected in historical documents, passages, and segments of Chicano literature. Specifically, the article describes instances of punishment suffered by several generations of Spanish speakers.

Translanguaging: Developing scientific inquiry in a dual language classroom

Achievement in the content area of science in the United States shows significant gaps in comparison to other developed countries (Hutchison, 2006; Lee et al., 2008). The United States ranks 21st i...

Bilingual Pairs in Teacher Education: Exploring WILD Strategies in an Environmental Education Workshop

In this study, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated. This article sheds light on the complexities embedded in such efforts and highlights outcomes of this experience including feelings of empathy, resistance, and experiential learning of “otherness.”

Adivinanzas and Dichos: Preparing Prospective Educators to Teach Science by Incorporating Culturally Responsive Tools

ABSTRACT Culturally relevant science pedagogy is seldom discussed in terms of infusion of literary resources, such as adivinanzas and dichos in the design of instruction. In this study, the authors narrate how a science methods course was infused with the use of culturally responsive tools to purposefully connect to the elementary science curriculum. Results indicate that prospective Latino teachers found multiple opportunities to address specific science objectives with adivinanzas and expressed the advantages of using these culturally responsive tools to introduce and summarize science concepts as they implemented lessons during field experience.

Translingual Play that Promotes Cultural Connections, Invention, and Regulation: A LatCrit Perspective

ABSTRACT Using Latino critical race theory as a lens, this qualitative study explored ways in which young children’s translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. The authors identified aspects of language development that were evident as children engaged in free play. The findings indicated that bilingual children from the Head Start center where this study took place creatively used language to invent and imagine characters, scenarios, and dialogues. Furthermore, their translingual talk facilitated regulation and control of their free play.

Identifying Gifted and Creative Future Scientists who are Linguistically and Culturally Diverse

The underrepresentation of professionals of color across the overall working force in the science and engineering fields continues to be a matter of concern nationwide. In 2008, Hispanics accounted for only 4.9 percent, while Blacks constituted only 3.9 percent of all employed scientists and engineers (National Science Foundation, 2012).