NABE Perspectives v.35 no.2 Mar-Apr 2013

Transcription

Perspectives
M A R C H – A P R I L 2013
A P U B L I C AT I O N O F T H E N AT I O N A L A S S O C I AT I O N F O R B I L I N G U A L E D U C AT I O N
Spotlight on the
2013 NABE
Award Winners
PLUS:
So You Want To Learn
Korean? Beyond Psy,
Bulgoki, and Queen Yuna
Details on the upcoming
43rd Annual Nabe
Conference
Sustaining Indigenous
Languages in Our
Modern World
Reach Thousands of
Bilingual Education
Professionals!
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Contributing to Perspectives
GUIDELINES FOR WRITERS
NABE's Perspectives is published six times
a year on a bimonthly basis. We welcome
well written and well researched articles on
subjects of interest to our readers. While continuing to address issues facing NABE members, Perspectives aims to meet the growing
demand for information about bilingual
education programs and the children they
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learners but also for mainstream teachers,
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The Perspectives editors are eager to receive
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Reviews are much shorter (500 – 750 words
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or professional books, curriculum guides,
textbooks, computer programs, plays, movies,
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language learners. Manuscripts written or sponsored by publishers of the work being reviewed
are not accepted. Book reviews and articles
should be emailed to:
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[email protected]
Columns are Asian and Pacific Islander Education
and Indigenous Bilingual Education. (If you have
other ideas for a regular column, please let us
know.) These articles are somewhat shorter in
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Asian and Pacific Islander Education
Dr. Clara C. Park: [email protected] Indigenous Bilingual Education
Dr. Jon Allen Reyhner: [email protected]
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Perspectives
Published by the National Association
for Bilingual Education
EDITOR
DR. JOSÉ AGUSTÍN RUIZ-ESCALANTE,
THE UNIVERSITY OF TEXAS – PAN AMERICAN
CO-EDITOR
DR. MARÍA GUADALUPE ARREGUÍN-ANDERSON,
THE UNIVERSITY OF TEXAS AT SAN ANTONIO
ASSOCIATE EDITORS
DR. EIRINI GOULETA
GEORGE MASON UNIVERSITY
ASIAN AND PACIFIC ISLANDER
COLUMN EDITOR
DR. CLARA C. PARK,
CALIFORNIA STATE UNIVERSITY-NORTHRIDGE
Contents
■ Cover Story
2013 Award Winners
Profiling NABE 2013 Award Recipients
Student Essay Contest................................................................................... 17
Ramón Santiago Award................................................................................... 22
OHTLI Award.................................................................................................. 24
Bilingual Teacher of the Year........................................................................... 24
INDIGENOUS BILINGUAL EDUCATION
COLUMN EDITOR
Citizen of the Year.......................................................................................... 25
DR. JON ALLAN REYHNER,
NORTHERN ARIZONA UNIVERSITY
Outstanding Dissertations.............................................................................. 25
DESIGN & LAYOUT:
WINKING FISH
■ Columns & Articles
Are you
a
member?
So You Want To Learn Korean?
PRINT AND EDITORIAL POLICY
Readers are welcome to reprint
noncopyrighted articles that appear in
Perspectives at no charge, provided proper
credit is given both to the author(s) and to
Perspectives as the source publication.
All articles printed in Perspectives, unless
written by an Association staff person or
a member of the current NABE Executive
Board of Directors, are solely the opinion
of the author or authors, and do not
represent the official policy or position
of the National Association for Bilingual
Education. Selection of articles for
inclusion in Perspectives is not an official
endorsement by NABE of the point(s) of
view expressed therein.
Grace P. McField, Ph.D., California
State University, San Marcos.............. 6
Sustaining Indigenous
Languages in Our Modern World
Membership in NABE
includes a subscription
to Perspectives,
and so much more.
Jon Reyhner,
Northern Arizona University............... 11
Selene............................................ 14
Visit nabe.org
to renew or start
your new memberhip
today!
Julia Alvarez: A Wedding in Haiti &
Dagoberto Gilb: Before the End,
After the Beginning
Ellen Riojas Clark, Ph. D................... 28
■ Departments
is a tax-exempt, nonprofit professional
association founded in 1975 to address
the educational needs of languageminority Americans.
Letter from the President....................................................................................... 4
Contributing to Perspectives - Guidelines for Writers...................................... 2
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M A R C H
–
A P R I L
2 0 1 3
●
V O L U M E
3 5 ,
I S S U E
2
Letter from
the President
NABE EXECUTIVE BOARD
2 0 1 2 - 2 0 1 3
Eudes Budhai
NABE Board President
Dear NABE members,
We had an extraordinary 42nd Annual conference in Lake Buena Vista, Fl. The Sunshine
state served rays that shined on all of us. On behalf of the National Association for
Bilingual Education Board of Directors, we thank you for demonstrating your commitment to our children, teachers, leaders, and families with your presence throughout the
year and during our annual conference.
Our conference presenters, featured speakers and keynoters were deliberate in presenting cutting edge research and providing practical recommendations for immediate use in
the classrooms, schools and districts. Several of our sessions discussed the implementation
of several initiatives: Common Core State Standards, Seal of Biliteracy, Dual Language
Education, Global Competitiveness, Early Learners, Parent Education, Global Imperatives
for Success among others.
During the inaugural speech, President Obama discussed the areas we will need to address
in response to the citizens of this country: economic growth, health care, job creation,
STEM, immigration reform and most importantly, Education. He spoke about immigration reform while stating that they need to learn English. I urge the President to place the
diversity of this nation in the forefront so that it will enhance our cultural pluralist society.
Subsequently, enabling our citizens to perceive language diversity as an asset to this nation.
We witnessed a powerful Global Educational Leadership Forum that engaged participants
in a dialogue on preparing our youth for global competitiveness. This session included
members from the US Department of Education, Institution of Higher Education, Local
Education Agencies, Corporate Sector and Policymakers. During our conference, we felt the
international presence, professionalism, scholarly presentations, and Bilingual Education as
a key ingredient to success. Disney understands this concept very well and the importance of
linguistic and cultural diversity, every day that it opens its doors to a Magical Kingdom!
Let’s continue to promote academic excellence through innovation. Our students deserve
the opportunity to become bilingual and biliterate or multilingual practitioners in the
fields of medicine, pedagogy, law, engineering, business, etc. These skill sets will only open
the doors for international discourse, and give the United States of America the competitive edge on a path towards prosperity in social, political and economic development.
We would like to take this opportunity to thank our sponsors, vendors and exhibitors for
supporting NABE with its vision and mission. Furthermore, NABE Affiliates and SIGs
will be hosting conferences, webinars, and great opportunities for networking across the
nation and hope that everyone takes advantage of these opportunities. NABE also invites
your participation in a planned Summer Institute on Dual Language Instruction in Puerto
Rico in early July. Please look for additional information on our web page. Finally, we
remind you to mark your calendars to join us once more for the 43rd Annual International
Bilingual Education Conference in San Diego, CA on February 12 – 16, 2014. Please submit your presentations as early as possible.
Sincerely,
Eudes Budhai, President
National Association of Bilingual Education
Board of Director
4
NABE PERSPECTIVES ★ M A R C H – A P R I L 2 0 1 3
PRESIDENT
Eudes Budhai
Westbury Public School District
2 Hitchcock Lane
Old Westbury, NY 11568
W: (516) 874-1833/F: (516) 874-1826
[email protected]
VICE PRESIDENT
José Agustín Ruiz-Escalante, Ed. D.
UT Pan American
3740 Frontier Drive
Edinburg, TX 78539
W: (956) 381-3440/H: (956) 289-8106
[email protected]
TREASURER
Leo Gómez, Ph. D.
H: (956) 467-9505
[email protected]
SECRETARY
Dr. Josie Tinajero, Dean
College of Education
The University of Texas at El Paso
El Paso, TX 79968
W: (915)-747-5572/F: (915)-747-5755
[email protected]
PARLIAMENTARIAN
Minh-Anh Hodge, Ed. D.
Tacoma School District
P.O. Box 1357
Tacoma, WA 98401
W: (253) 571-1415
[email protected]
MEMBER-AT-LARGE
Rossana Ramirez Boyd, Ph.D.
University of North Texas
1155 Union Circle#310740
Denton, TX 76203
W: (940)-564-2933/C: (940)-391-4800
[email protected]
MEMBER-AT-LARGE
Yee Wan, Ed. D.
Santa Clara County Office of Education
1290 Ridder Park Drive, MC237
San Jose, CA 95131-2304
W. (408) 453-6825
[email protected]
MEMBER-AT-LARGE
Julio Cruz, Ed. D.
Northeastern Illinois University
5500 N. St. Louis
Chicago, IL 60625
H: (773) 369-4810
[email protected]
MEMBER-AT-LARGE
Mariella Espinoza-Herold, Ph.D.
Northern Arizona University
P.O. Box 5774
Flagstaff, AZ 86011
W: (928)-523-7141/F: (928)-523-9284
[email protected]
PARENT REPRESENTATIVE
LTC. Jose Fernandez
H: (407)-412-5189/C: (407)-394-6848
[email protected]
EXECUTIVE DIRECTOR:
Santiago V. Wood, Ed.D.
W: 240.450.3700/F: 240.450.3799
C: 954.729.4557
[email protected]
Asian and Pacific Islander
So You Want To
Learn Korean?
Beyond Psy, Bulgoki, and Queen Yuna
Grace P. McField, Ph.D., California State University, San Marcos
“Gangnam Style” by Psy, a song that went
viral overnight and is the most seen
Youtube music video ever with nearly
1.5 billion hits to date. Highly anticipated
soap operas translated and broadcast in
numerous languages in Asia and around
the world. Yuna Kim, world record setter
for the women’s short program and free
skate, women’s gold medalist in the 2010
Winter Olympics, and two-time gold
medalist in the 2009 and 2013 World
Figure Skating Championships. What
do these have in common? They are
all Korean and all sensations on the
world stage, showing how South
Korea produces more than Samsung
flatscreen TVs, smartphones and tablets,
and sleek LG appliances for the home.
Is interest in the Korean language also
catching on and on the rise?
M A R C H – A P R I L 2 0 1 3 ★ NABE PERSPECTIVES
7
According to the 2010 Census (U.S. Census
Bureau, 2013), Asian and Pacific Islanders are
5% (152,142,653) of the total U.S. population
(308,745,538). Among them Koreans number
1,423,784 (0.5% of total U.S. population). Koreans
are the sixth largest group of Asian immigrants to the U.S.,
and represent almost one third of Koreans living abroad
and apart from the approximately 78 million people living
on the small peninsula comprised of two countries, North
Korea and South Korea. These immigrants hail from South
Korea, a country with a trillion dollar free-market economy
ranked fourth in Asia and 13th in the world, and classified by the World Bank as a “high income economy,” and
as an “advanced economy” by the International Monetary
Fund (IMF) and the U.S. Central Intelligence Agency
(CIA) (Korean National Standards Task Force [KNSTF] &
American Association of Teachers of Korean [AATK], 2011,
p. 10). The U.S. and South Korea have a strong relationship,
while international diplomacy between the U.S. and North
Korea remains delicate. It has been noted that “[t]he development and co-existence of and conflict between communist
North and capitalist South in the Korean peninsula, triggered
and conditioned by the Cold War, continue to implicate
Japan, China, Russia and the United States in complex geopolitical dynamics” (KNSTF & AATK, 2011, p. 15). In
summary, this means that there are economic, diplomatic
and national security; as well as academic, global, social/
media reasons to learn and teach Korean (KNSTF & AATK,
2011, p. 11).
Both Koreans and non-Koreans have a reason to learn
Korean. For starters, about one in five people in the U.S.
speak a language other than English at home (U.S. Census,
2013). This means that almost everyone’s neighbors,
co-workers, children’s or other relatives’ classmates and
friends, etc. are multilingual. Meanwhile at last count,
thirty-six percent (36%) of Asian Americans “spoke English
less than very well,” and sixteen percent (16%) of Asian
Americans aged 5 -17 years “spoke English less than very
well” (U.S. Census Bureau, 2011). (Note: No separate
data is available for Koreans since the census data lumps all
Asians into one category.) These students are very likely in
ESL classes and/or bilingual classes in the nation’s public
schools. Koreans are the fourth largest group of Asian
language speakers, with all the various Asian language
speakers totaling about 14,674,252 people, including
8
Chinese (3.4 million), Filipino (2.56 million),
Vietnamese (1.55 million), Korean (1.4 million),
Japanese (.76 million), and Pacific Islander (.54
million) (U.S. Census Bureau, 2013). (Note: Asian
Indian language speakers (2.8 million) generally
do not need ESL instruction due to their
multilingual background and English language
proficiency.)
Nationwide, six elementary schools
in Southern California and New York
offer Korean dual immersion classes
(Center for Applied Linguistics, 2012).
At the high school level, Korean language
programs number over 75 in areas such
as Los Angeles, New York and New Jersey
(Foundation for Korean Language and Culture
in the U.S.A., 2013). As of 2007, 82 universities taught Korean from elementary to advanced
levels (American Association of Teachers of Korean,
2007). About 1,200 community-based schools teach
Korean language classes that are generally offered
on the weekends and at Korean American churches,
mostly Protestant (Lee & Shin, 2008, p. 9).
Korean language learners can develop EnglishKorean biliteracy skills while enjoying Korean children’s
songs at any age or Korean proficiency level. The following is a brief description of how to use Korean traditional and popular children’s songs to teach elementary and intermediate Korean, following the Standards
for Korean Language Learning, Communication
Standard 1.1, Students engage in conversations,
provide and obtain information, express feelings
and emotions, and exchange opinions: “Students
give and follow simple instructions in order to
participate in age-appropriate classroom and/or
cultural activities, such as performing simple
Korean dances, singing songs, and making
Korean crafts like paper-folding or making
the Korean flag” (AATK & KNSTF, 2011,
pp. 20-21) and the novice level of foreign language instruction according to the ACTFL
Proficiency Guidelines (American Council
on Teachers of Foreign Languages, 2012, p.9). These six
and other songs can be used in the context of integrated
lessons in Language Arts, Science, and Social Studies as
part of the regular or classical education curriculum. The
first four songs, 나비야 (Butterfly), 봄 나들이 (Spring
Walk), 어린이 음악대 (Children’s Band), and 꼬마 눈
사람 (Little Snowman) would be appropriate for elementary and intermediate levels of Korean instruction for all
age levels. In addition to dances, sing alongs, and chants,
“Butterfly” or “Spring Walk” can be used as a part of a
unit on animals, insects, life science or the seasons and
include a nature walk and animal study. “Children’s
Band” would be an excellent choice for a study of onomatopoeias and a unit on community, while “Little
Snowman” is a wonderful choice for lessons on
personification, allegory and physical science, and a
unit on seasons. The other two songs, 파란 마음 하
얀 마음 (Green Heart, White Heart) and 고향의 봄
(Spring Time in My Hometown) would be appropriate
for the upper grade levels (4-5th grade) and intermediate
or advanced levels of Korean instruction. “Green Heart,
White Heart” lends itself wonderfully to lessons on imagery and allegory and life science, as does “Spring Time in
My Hometown” to the study of personal narratives and
descriptive language and life science. These song lyrics are
emotionally beautiful and rich and will resonate in the
hearts and minds of Korean learners for years to come.
Advantages of using songs and dances for second
language instruction have been reported in various
studies as they reduce anxiety and inhibition. Songs
can break down barriers among those who share the
rhythms and meaning and transcend shared language
experiences. The unifying effect of community forged
through music and language learning can extend across
time, nations, races, and individuals.
나비야 (Butterfly)
나비야 나비야 이리 날아 오너라.
노랑나비 흰나비 춤을 추며 오너라.
봄바람에 꽃잎도 방긋 방긋 웃으며
참새도 짹짹짹 노래하며 춤춘다.
봄 나들이 (Spring Walk)
엄마 엄마 이리와 요것 보셔요.
병아리떼 쫑쫑쫑 놀고 간뒤에
미나리 파란싹이 돋아 났어요.
미나리 파란싹이 돋아 났어요.
엄마 엄마 이리좀 바라 보셔요.
노랑나비 호랑나비 춤추는곳에
민들레 예쁜꽃이 피어 났어요.
민들레 예쁜꽃이 피어 났어요.
꼬마 눈사람 (Little Snowman)
한 겨울에 밀짚모자 꼬마 눈사람
눈섶이 우습구나 코도 삐뚤고
거울을 보여 줄까 꼬마 눈사람
하루 종일 우두커니 꼬마 눈사람
무엇을 생각하고 혼자 섰느냐.
집으로 들어갈까 꼬마 눈 사람
어린이 음악대 (Children’s Band)
따따따 따따따 주먹 손으로
따따따 따따따 나팔붑니다.
우리들은 어린 음악대
동네 안에 제일가지요.
쿵작작 쿵작작 둥근 차돌로
쿵작작 쿵작작 북을 칩니다.
구경꾼은 모여드는데
어른들은 하나 없지요.
파란 마음 하얀 마음
(Green Heart, White Heart)
우리들 마음에 빛이 있다면
여름엔 여름엔 파랄거에요.
산도 들도 나무도 파란 잎으로
파랗게 파랗게 덮인 속에서
파아란 하늘 보고 자라니까요.
고향의 봄 (Spring Time in
My Hometown)
나의 살던 고향은 꽃피는는 산골
복숭아 꽃 살구꽃 아기 진달래
냇가에 수양버들 춤추는 동네
그속에서 살던때가 그립습니다.
꽃동네 새 동네 나의 옛고향,
파란들 남쪽에서 바람이 불면
울긋 불긋 꽃대궐 차리인동네
그속에서 살던때가 그립습니다.
We know that among the many academic
advantages of being bilingual and biliterate
include advantages in reading found in children
exposed to bilingualism before the age of three,
possibly to a degree that can offset the impact
of low SES on literacy (Carlson & Meltzoff,
2008; Kovelman, Baker & Petitto, 2008); the
higher levels of metalinguistic awareness and
higher performance in some aspects of literacy;
and the higher levels of bilingual individuals
in attending selectively to relative information,
minimize distraction, and switch between tasks
(Bialystok, 2010). Today, the Seal of Biliteracy
offered by several states in the country are helping to draw more attention to the numerous
additional benefits in not only the academic
aspect, but also the professional, economic
and social positive advantages of biliteracy
(California Department of Education, 2012).
Isn’t it time you picked up a phrase or
song or two in Korean? There are a variety
of introductory programs free of charge on
the Internet. Check out Mango Languages
(www.mangolanguages.com) for a language
tutorial program, available free of charge
through local public libraries; en.klacusa.org
for Korean language curriculum; and www.
bbc.co.uk for other world language learning opportunities today! As one learner of
Korean, Gabriella (age 8), encourages, “Being
able to speak different languages does not
mean you can learn everything overnight. It
took me a month to learn the alphabet and
some songs! Be patient. Before you know
it, you will be talking and singing in a new
language!” Soon you will be able to do more
than order bulgoki and kimchi at your local
Korean restaurant! ★
10
References
American Association of Teachers of Korean. (2007, June 14).
AATK Newsletter.
American Association of Teachers of Korean [AATK] & Korean
National Standards Task Force [KNSTF]. (2011). Standards for
Korean Language Learning (SKLL). Retrieved March 19, 2013
from www.aatk.org.
American Council on Teachers of Foreign Languages. (2012.
The ACTFL Proficiency Guidelines. Retrieved March 24, 2013
from <actflproficiency guidelines2012>.
Bialystok, E. (2010). Bilingualism. WIREs Cognitive Science, 1,
559-572.
California Department of Education. (2012). State seal of
biliteracy FAQs. Retrieved 2/4/2013 from www.cde.ca.gov/
sp/el/er/ssbfaq.asp
Carlson, S. M. & Meltzoff, A. N. (2008). Bilingual experience and
executive functioning in young children. Developmental
Science, 11(2), 282-298.
Center for Applied Linguistics. (2012). Languages of
instruction in TWI programs, aggregated. Retrieved March
19, 2013 from http://www.cal.org/twi/directory/language.
htm.
Foundation for Korean Language and Culture in the U.S.A.
(2013). Korean class establishment and expansion at K-12.
Retrieved March 19, 2013 from www.klacusa.org
Kindler, A. L. (2002). Survey of the States’ Limited English
Proficient Students and Available Educational Programs
and Services 2000-2001 Summary Report.
Kovelman, I., Baker, S.A., & Petitto, L.A. (2008). Age of first
bilingual language exposure as a new window into
bilingual reading development. Bilingualism: Language and
cognition, 11(2), 203-223.
Lee, J.S. & Shin, S. J. (2008). Korean heritage language
education in the U.S.: The current state, opportunities and
possibilities. Heritage Language Journal, 6(2).
U.S. Census Bureau (2011). Selected Population Profile in
the United States (pp. 1-9). Retrieved March 19, 2013
from <factfinder2.census.gov/faces/tableservices/jsf/
pages/productview.xhtml?pid=ACS_11_1YR_50201 &
prodtype=table>.
U.S. Census Bureau (2013). Profile of General Population
and Housing Characteristics: 2010. Retrieved March 19,
2013 from <factfinder2.census.gov/faces/ tableservices/
jsf/pages/productview.xhtml?pid=DEC_10_DP_DPDP1 &
prodtype = table>.
Grace McField is Associate Professor of
Multilingual/Multicultural Education at
California State University, San Marcos. Her
research and teaching interests include language policy, biliteracy education, and second
language acquisition for children at all points
on the learning spectrum. Currently she is working on a bilingual Korean/English children’s
song book. Look for her forthcoming book on
Proposition 227, Proposition 203 and Question
2, The Miseducation of English Learners, from
Information Age Publishing, later this year.
Sustaining
Indigenous
Languages in Our
Modern World
Jon Reyhner, Northern Arizona University
Northern Arizona University hosted
the 20th annual Stabilizing Indigenous
Languages Symposium (SILS) on June
2-4, 2013. One hundred fifty educators and language activists from the
United States, Canada, New Zealand and
Bangladesh gathered in Flagstaff, Arizona
to share ideas for improving the lives and
education of Indigenous children through
culture-based education and Indigenous
language immersion programs.
Joseph Martin and W. Sakiestewa Gilbert,
who have been long involved in working
to improve American Indian education, cochaired the symposium, which sought to:
◗◗
◗◗
◗◗
Bring together American Indian and
other Indigenous language educators
and activists to share ideas and experiences on how to teach and revitalize
effectively American Indian and other
Indigenous languages in homes, communities and schools.
Provide a forum for exchange of scholarly research on maintaining, revitalizing
and teaching American Indian and other
Indigenous languages.
Disseminate through the Internet and
monographs recent research and thinking
on best practices to promote, preserve,
and protect American Indian and other
Indigenous languages in the spirit of
the 1990 Native American Languages
Act in the United States and the United
Nations 2007 Declaration on the Rights
of Indigenous Peoples.
Keynote speakers included Keiki
Kawai’ae’a who spoke on “Preparing
Culturally Sensitive and Knowledgeable
Teachers for Indigenous Language
Immersion and Other Schools” and Mary
Hermes who spoke on “Researching
Indigenous Language Revitalization.” Dr.
Kawai’ae’a directs the Ka Haka ‘Ula o Ke
elikolani College of Hawaiian Language
at the University of Hawai’i Hilo campus.
She is one of the pioneering families of
the Hawaiian immersion education movement and mauli ola education P-20, which
has been instrumental in the development
of the Na Honua Mauli Ola Hawaiian
guidelines and cultural pathways and the
Moenaha culture-based curriculum design
and instructional method. She emphasized
in her speech how Hawaiian immersion schools are part of a “movement to
heal our nation” and are part of a larger
extended family.
Dr. Hermes has worked on language and culture based curriculum for
the past 15 years. She teaches in the
Culture & Teaching program at the
University of Minnesota Twin Cities
and is Principle Investigator on the
“Ojibwe Movies” grant project and the
National Science Foundation’s Endangered
Language Project, “Documenting
Ojibwe Conversation.” In her spare time
she directs the non-profit Grassroots
Indigenous Multimedia, which provides
pedagogy and technology for language
revitalization. She is one of the cofounders of the Waadokodaading Ojibwe
11
immersion school in Hayward, Wisconsin
and is a second language learner and
speaker of Ojibwemowin. She declared
that we need to change our narrative from
from language extinction to a discussion
of how Indigenous languages are living
through parents and grandparents making
the choice to speak them in their homes
with their children and grandchildren and
sending them to immersion schools.
The 48 breakout presentations at the
symposium covered a variety of language
and education topics, many which focused
on teaching through culture rather than
just teaching culture so that traditional
values, such as respect, humility, generosity, and reciprocity, are embedded in both
classroom curriculum and instructional
practices. Language revitalization efforts
help fight the negative effects of our modern television and film culture on both
Indigenous and immigrant children. The
National Research Council (Hernandez
& Charney, 1998) found that immigrant
youth tend to be healthier than their counterparts from nonimmigrant families. It
found that the longer immigrant youth are
in the U.S., the poorer their overall physical and psychological health. Furthermore,
the more Americanized they become the
more likely they are to engage in risky
behaviors such as substance abuse, unprotected sex, and delinquency. Another study
by Hallett, Chandler and LaLonde (2007)
examining data from 150 First Nations
communities in British Columbia found
that those with less conversational knowledge of their Native language had suicide
rates six times greater than those with
more knowledge.
Kana’iaupuni, Ledward & Jensen
(2010) in a study of 600 teachers, 2,969
students, and 2,264 parents at 62 participating schools, including conventional
public schools, charter schools, schools with
Hawaiian immersion programs, and several
private school campuses found,
First, culture-based education (CBE)
positively impacts student socioemotional
well-being (e.g., identity, self-efficacy, social
relationships). Second, enhanced socioemotional well-being, in turn, positively
affects math and reading test scores. Third,
CBE is positively related to math and reading test scores for all students, and particularly for those with low socio-emotional
development, most notably when supported
by overall CBE use within the school.
(Kana’iaupuni et al., 2010, p. 1)
Romero Little and McCarty (2006) reviewing language immersion programs found:
◗◗
◗◗
◗◗
◗◗
◗◗
Time spent learning an American
Indian language is not time lost in
developing English.
It takes approximately 5 to 7 years to
acquire age-appropriate proficiency in a
American Indian language when consistent and comprehensive opportunities
in it are provided.
American Indian language immersion contributes to positive child-adult interaction
and helps restore and strengthen Native
languages, familial relationships, and cultural traditions within the community.
Literacy skills first developed in an
American Indian language can be effectively transferred to English.
Language and culture revitalization
efforts are fundamental to tribal sovereignty and local education choice.
For more information about the Stabilizing
Indigenous Languages Symposiums, visit the
Teaching Indigenous Languages web site at
http://NAU.EDU/TIL ★
12
Ka Hoʻoulu Kanaka: Raising a Child, Raising a Man, Raising a Family, Raising a Nation #
  Education and family are not separate.   Education is about “raising” the child, the individual as a
member of the larger family/community.
  Well-being of the whole child.
  Education is a lifelong process, from the womb to the tomb.
Kawaiʻaeʻa & Iokepa-Guerrero
References
Hallett, D., Chandler, M.J., & Lalonde, C.E. (2007). Aboriginal
language knowledge and youth suicide. Cognitive
Development, 22, 392-399.
Hernandez, D.J., & Charney, E. (eds.) (1998). From generation
to generation: The health and well-being of children
in immigrant families (Committee on the Health and
Adjustment of Immigrant Children and Families, Board
on Children, Youth, and Families, National Research
Council and Institute of Medicine). Washington, DC:
National Academy.
Kana’iaupuni, S., Ledward, B., & Jensen, U. (2010). Culturebased education and its relationship to student outcomes.
Honolulu: Kamehameha Schools, Research & Evaluation.
Retrieved June 6, 2013 at http://www.ksbe.edu/spi/PDFS/
CBE_relationship_to_student_outcomes.pdf
Reyhner, J. (2010). Indigenous language immersion schools
for strong Indigenous identities. Heritage Language
Journal, 7(2), 138-152. Retrieved June 6, 2013 at http://
www.international.ucla.edu/media/files/reyhner-hlj.pdf
Romero-Little, M.E., & T.L. McCarty. 2006. Language planning
challenges and prospects in Native American communities
and schools. Tempe, AZ: Education Policy Studies
Laboratory, Division of Educational Leadership and Policy
Studies, College of Education, Arizona State University.
Retrieved June 7, 2013 at http://epsl.asu.edu/epru/
documents/EPSL-0602-105-LPRU.pdf
Dr. Keiki Kawai’ae’a in her SILS keynote
speech described the educational philosophy
underling the University of Hawai’i College
of Hawaiian Language’s teacher preparation
program.
13
Selene
Say ¡Bienvenido! to the new Spanish
language version of Selene, the free
award-winning educational game
that lets students blast away online
to make a Moon just like ours.
Thanks to a partnership between NABE
and the CyGaMEs Selene project, bilingual
students can now learn in both Spanish
and English not only how Earth’s Moon
was formed, but also how basic geological
processes occur on Earth and throughout
the solar system. The NABE-CyGaMEs
partnership seeks to leverage primary language linguistics and Selene to increase
STEM (science, technology, engineering,
and mathematics) achievement toward
the New Science Education Standards in
middle school Earth and space science.
Selene: A Lunar Construction Game was
created through the CyGaMEs project at
the Center for Educational Technologies
at Wheeling Jesuit University in
Wheeling, WV. CyGaMEs studies how
people understand new or unfamiliar
concepts and specifically uses the medium
of videogaming for the investigation. The
project originally was funded by NASA
to learn more about the possibilities presented by educational games. National
Science Foundation funding currently
supports the game and research.
The new Spanish edition of Selene
brings the game to untapped audiences.
With one in six Americans of Hispanic
origin and the sector continuing to
grow, the game now provides
bilingual learners an option
to learn in Spanish and
English how the
14
Earth’s Moon was formed some 4.5 billion
years ago.
Selene prompts students to learn more
than just basic knowledge about Earth’s
Moon. Players must think critically to
advance through the game. Through a
series of interactive levels, Selene helps students understand the history of the Moon’s
formation. After playing Selene, students
will understand why the Moon looks the
way it does and how various formations on
its surface came to be.
Science magazine and the National Science
Foundation tapped Selene in 2013 as one
of two winners in the games and apps
category of the International Science
& Engineering Visualization Challenge
(http://www.nsf.gov/news/special_reports/
scivis/winners_2012.jsp). The Challenge,
currently in its 10th year, celebrates the
grand tradition of science visualization and
encourages its continued growth. Selene
was chosen from among 215 entries from
18 countries. Selene has received many
other honors in recent years, including
selection as a finalist in the international
Disney Research Learning Challenge
and twice earning the Association for
Educational Communications and
Technology Design and Development Best
Practice Award.
In addition, CyGaMEs has mapped
Selene to national and state educational
standards. These standards include not
only Earth and space science, but also the
history and nature of science and science
as inquiry.
The game features the work of three
accomplished scientists. Dr. Debbie
Denise Reese created the assessment and
instructional concepts of Selene and has
earned national awards for the game’s
design. Chuck Wood, director of the
Center for Educational Technologies,
is a renowned lunar scientist who spent
years with NASA training shuttle astronauts on observing Earth from space. He
guides players through Selene in a series
of video segments
that explain the Moon’s geological history. And Barbara Tabachnick,
professor emerita of psychology at
Cal State Northridge, has served as a
consultant throughout the project. She
recently earned the lifetime achievement
award from the Western Psychological
Association for her 40 years as a research
design/statistical consultant.
CyGaMEs provides students hands-on
experience with models representing large
concepts. While students cannot experience the formation of the real Moon firsthand, they can build their own right on
their computer, which helps students to
grasp even bigger concepts.
“Our research shows that Selene
enhances learning,” said Reese, the
CyGaMEs principal investigator. “We have
research-based results that show Selene
works. After playing Selene, our tweens,
teens, and undergraduates can infer how
the Moon formed and how it changed over
time. They also make inferences about the
physics of collisions.”
The free game primarily targets students between the ages of 9 and 18,
although older students and other adults
have benefited from it. Because Selene is
a research project and players’ age and
anonymity must be ensured, an adult must
provide students a passcode to play the
game. Registering as an adult recruiter to
give your students access to the game is
easy. See the sidebar for details.
To learn more about Selene and see how
you can involve students, visit http://selene.
cet.edu or contact us at [email protected].
Giving students the opportunity to
learn about some of the basic geological processes in our solar system
and also discover how our Moon was
formed some 4.5 billion years ago
requires some quick and easy assistance from an adult.
Because Selene is part of a research
project, the National Science
Foundation and Wheeling Jesuit
University require that players’
age and anonymity are confirmed
and that parents give permission
to play the game. That is why the
game requires adult recruiters to
provide students’ access to the game
through a passcode.
Becoming a recruiter is simple. Any
adult can recruit players age 9 and
older. The first step is to e-mail
[email protected] confirming your
intent on becoming a recruiter and
provide your contact information:
name, e-mail address, and phone
number where you can be reached
during normal business hours. A
CyGaMEs recruitment coordinator
will then schedule a convenient time
for a quick orientation. The coordinator will describe the CyGaMEs
research protocols and answer any
of your questions.
15
COVER STORY
2013 Award
Winners
Profiling NABE 2013 Award Recipients
Student Essay Contest • Ramón Santiago Award
OHTLI Award • Bilingual Teacher of the Year
Citizen of the Year • Outstanding Dissertations
N TA R Y
S C H O O L
W I N N E R
INTRO
UDENT ESSAY CONTEST
NABE STUDENT ESSAY CONTEST
ABOUT NABE
can speak another language, write in another language, and read
another language. It is like having a secret code that people that
Es importante ser bilingüe. Bilingüe
don’tesspeak your language will ever understand. That’s the power
una persona que habla dos lenguajes.
Soy bilingual. Being bilingual is important because you can
of being
translate and that makes you smarter. You will have a good career
bilingüe, hablo inglés y español. Cuando
and aSigood life.
crezca, quiero ser médico o bombero.
El Poder de ser bilingüe
Elvin Rodríguez
FRIDAY
buena carrera y una buena vida.
S C H O O L
W I N N E R
SESSIONS
Being Bilingual
SATURDAY
UDENT ESSAY CONTEST
D L E
THURSDAY
ual
am
hen
an.
Elementary School
ney.
llego a ser médico, ganaré más dinero.
El Poder de ser bilingüe
you
Porque, cuando hablas dos lenguajes,
Es importante ser bilingüe. Bilingüe es una persona que
ent
puedes Elementary
comprender
a las personashabla
que dos lenguajes. Soy bilingüe, hablo inglés y español.
Highlands
School
Cedar
Hill,
Texas
Cuando
her
hablan un lenguaje diferente, puedes crezca, quiero ser médico o bombero. Si llego a
Principal: Mrs. Sylvia Lewis
médico, ganaré más dinero. Porque, cuando hablas
ual
traducir
la otra persona ser
pueda
Teacher:
Mrs.para
Edithque
Quintero-Garza
dos lenguajes, puedes comprender a las personas que
ave
entender. Ser bilingüe te hace más listo.
Elvin RodRiguEz
hablan un lenguaje diferente, puedes traducir para que la
TheHighlands
PowerElementary
of Bilingual
School
ain
Algunos científicos han descubiertootra
que,
persona pueda entender. Ser bilingüe te hace más
It is Cedar
important
Hill, Texasto be bilingual. Bilingual is a person that
kes speaks
cuando
eres
bilingüe,
tu
cerebro
se
conecta
listo.
Algunos científicos han descubierto que, cuando eres
Principal:
Mrs.
Sylvia
lewis
two languages. I am bilingual, I speak English and
Teacher:
Mrs.
Edith
Quintero-garza
bilingüe,
can Spanish. When I grow-up I want
contocosas
diferentes
y te hace
be a doctor
or a fireman.
If más listo. tu cerebro se conecta con cosas diferentes y te
money. Because
when you
her I become a doctor, I will earn more
Ser bilingüe
es estupendo;
puedes hace
hablarmás listo. Ser bilingüe es estupendo; puedes hablar
otro
lenguaje, puedes escribir en otro lenguaje, y puedes
speak
two alanguages
you can understand
peopleenthat
talk
a dif- y puedes
t is like
having
otro lenguaje,
puedes escribir
otro
lenguaje,
leer
otro
lenguaje. Es como tener un código secreto que
ferent language, you can translate so the other person can underyour language will leer otro lenguaje. Es como tener un código secreto
que
las personas que no hablan tu lenguaje nunca entenderán.
stand. Being bilingual makes you smarter. Some scientists have
g bilingual.
Beingwhen
lasyou
personas
que noyour
hablan
tuconnects
lenguajewith
nunca
Ese es el poder de ser bilingüe. Ser bilingüe es importante
discovered
are bilingual
brain
dif-entenderán.
translate
and
that
Ese
es
el
poder
de
ser
bilingüe.
Ser
bilingüe
es
importante
ferent things and makes you smarter. Being bilingual is great; you porque puedes traducir y eso te hace más listo. Tendrás
una
buena carrera y una buena vida.
career and a good porque puedes traducir y eso te hace más listo. Tendrás
una
Antonio Flores
MAPS
esto en mente, mi respuesta siempre es: Es justo quien soy.” Mi
estás
Many people ask me, — “Why arenombre
you ines Antonio Flores, y tengo 13 años de edad. Yo vengo de
raíces
hispanas, y crecer bilingüe nunca ha sido una opción. Ha sido
eres
the bilingual program?” or “Why do you want
un privilegio.
o la
to do more work in school?” When people ask
El bilingüismo tiene un poder que ninguna otra cosa puede
cita
me this, I think about a quote from mydarte.
favorite
En la vida, no hay caminos de ladrillos amarillos o árboobs.
role
model,
Steve
Jobs.
He
said:
“Your
is que te puedan llevar a cualquier lugar en cualquier
lestime
mágicos
Middle School
momento,
o lo
limited, so don't waste it living someone
else's pero el poder de ser bilingüe abre puertas y caminos
que
son ofrecidas exclusivamente por el bilingüismo. Quiero ser un
ona.
life. Don't be trapped by dogma — which
Valley Center Middle School
médico, pero no sólo eso, quiero ayudar a personas con Proficiencia
e es
is living
with
people's
Valley
Center,
CA the results of other limitada
de Inglés. Con esto en mente, creo que la fuerza de Los
Principal:
Jon Peterson
ntos
thinking.Mr.
Don't
let the noise of other's opinions
Estados Unidos no debería ser su diversidad sino nuestra capacidad
Teacher:
e las
drown Mrs.
out Rosa
yourGonzález
own inner voice. And
most entre ideas comunes, incluso cuando nuestros orígenes son
de unirse
AnTonio FloRES
diferentes.
a voz Ser bilingüe
important, have the courage to follow
your Todas estas cosas se juntan para mostrar y explicar por
valley Center Middle School
qué
quiero
Mucha
gente
me
pregunta,
“¿Por
qué
estás
en
el
programa
valor
heart and intuition.” With this in my mind, my permanecer bilingüe.
valley Center, CA
Ser bilingüe o multilingüe significa que eres diferente, sí. Con
Principal:o Mr.
Jon Peterson
bilingüe?”
“¿Por
qué
quieres
hacer
másistrabajo
la escuela?”
to en
answer
always:en“Who
I am is righteous. My
Teacher:
Mrs.
Rosa
gonzález
trizteza, vivimos en un mundo donde no todos acceptan (aceptan)
Cuando la gente me pregunta esto, pienso en una cita de mi modelo
quien
name is Antonio Flores, and I am 13 years
old.
esa diferencia,
y muchas veces previene a un montón de gente que
(personaje) favorito, Steve Jobs. Él dijo: “Tu tiempo es limitado,
go 13 así que no lo desperdicien viviendo
I come
from
Hispanic
roots,
and
growing
up
muestren
sus
colores
verdaderos, pero esto no debe detener a nadie.
la vida de otra persona. No se
Yo
sí
reconozco
que
me
ha detenido en el pasado, pero aunque vivo
s, y crecer
bilingüe
bilingual
has
option.
It has been
dejen
atrapar por
el dogma
—never
que esbeen
vivir an
según
los resultados
de a privilege.
FEBRUARY
7
–
9,
2013

LAKE
BUENA
VISTA,
FLORIDA
59
en
un
mundo
lleno
de
prejuicios
contra quién eres, el color de tu
otras personas.
dejes que
ruido
de thing
las can give you.
egio. los pensamientos deBilingualism
hasNo
a power
thatelno
other
piel, y el idioma que hablas, me siento orgulloso de decir que soy
opiniones de los demás ahoguen tu propia voz interior. Y lo más
ninguna otra cosa In life, there are no yellow brick roads or magic trees
that Me siento orgulloso en decir que soy verdaderamente
diferente.
importante, tengan el valor de seguir su corazón e intuición.” Con
e ladrillos amarillos can take you anywhere at any moment, but the power
to
be
bilingüe.
a cualquier lugar bilingual opens doors and roads that are offered exclusively
M A R C H – A P R I L 2 0 1 3 ★ N A B E P E R S P E C T I V E S 17
ser bilingüe abre by bilingualism. I want to be a doctor, but not only that, I want
usivamente por el to help people with limited English proficiency. With this in
EXHIBITORS
Middle School essay continued...
UDENT ESSAY CONTEST
H
S C H O O L
W I N N E R
opens doors and roads that are offered exclusively by bilingualism. I want to be a doctor, but not only that, I want to help people with limited English proficiency. With this in mind, I believe
that the strength of the United States should not be its diversity;
I believe that it should be our capacity to unify between common
ideas, even when our origins are different. All these things come
together to show and explain why I want to remain bilingual.
Yes, being bilingual or multilingual means that you are different. With sadness, we live in a world where not everyone
likes differences, and many times it prevents a great number
of people from showing their true colors, but this shouldn’t
stop anyone. I do recognize that this has stopped me in the
past, but although I live in a full world of prejudices against
who you are, the color of your skin, and the language you
speak, I feel proud to say that I am different. I feel proud in
saying that I am truly bilingual.
INTRO
Being Bilingual
Many people ask me, — “Why are you in the bilingual program?” or “Why do you want to do more work in school?”
When people ask me this, I think about a quote from my favorite role model, Steve Jobs. He said: “Your time is limited, so
don’t waste it living someone else’s life. Don’t be trapped by
dogma — which is living with the results of other people’s thinking. Don’t let the noise of other’s opinions drown out your own
inner voice. And most important, have the courage to follow
your heart and intuition.” With this in my mind, my answer is
always: “Who I am is righteous. My name is Antonio Flores, and
I am 13 years old. I come from Hispanic roots, and growing up
bilingual has never been an option. It has been a privilege.
Bilingualism has a power that no other thing can give you.
In life, there are no yellow brick roads or magic trees that can
take you anywhere at any moment, but the power to be bilingual
ABOUT NABE
Enrique García Jr.
THURSDAY
El Poder del Bilingüismo
Southern-Mexico, of romantic syllables. I learned Spanish and realMuchas veces, barreras entre culturas requieren queized
un puente
ate a
through forced English as a Second Language classes that my
sea construido; un puente de entendimiento, de tolerancia
e and
languagey is something that should be spoken at home; not on schoolreconocimiento,
este
puente
se
construye
mediante
el
lenguaje.
ion is
grounds or in classrooms. This heavily troubled me at an early age.
La
comunicación
es
una
herramienta
vital
necesaria
para
ogue,
Reaching high school and grasping a language that is considered
comprender
a
una
gente
–
su
diálogo,
sus
coloquialismos,
su
their
a golden
ticket for immigrant communities, I caught a glimpse
idioma
local
–
en
cómo
desarrollan
sus
pensamientos
y
sus
n’t be
of
the
barrier
between the flocks of Mexican immigrants and the
High
School
ideologías. Pero, a veces, las barreras no pueden ser vencidas
one to
Americans
who
are frightened with countless rumors of criminals
solamente con palabras; es cómo las conversaciones llevan a
ify for
and
parasites
being
nurtured by their tax dollars: the cultural misuno a llegar a saber qué pueden significar un lenguaje, o dos
r own
Pueblo
Magnet
High significar
School para una gente,communication.
I realized this through my native instinct of replya ese respecto,
pueden
para una
tures.
Tucson,
etnicidad,Arizona
para un individuo, y para sus propios destinos
en Mexican
un
ing to
slang, my second tongue, feeling the need to dance
ons of
Principal:
Vivi Watt
país lleno deMs.
culturas
y lenguajes diversos y culturas.when reciting translated poems and the growing sentiment of innerTeacher: Mr. Eleazar Ortiz
e. My
Crecí en una familia mejicana donde las tradiciones
de I was at one point embarrassed about my heritage and
rejection.
EnRiQuE
gARCÍA
JR.
’s and
virtud
y
paciencia
fueron
comunicadas,
despaciosamente
con
soon
repressed
my bilingual power, I was afraid.
Power
of Bilingualism
Magnet
High School
ut had ThePueblo
el paso del tiempo. Mis padres inmigraron a los Estados
Unidos
Being
a
bilingual
speaker interlopes with the fact that most
times,
barriers between cultures necessitate a bridge to be
Arizona
her, a OftenTucson,
al principio de los 1980s y los 1990s; ambos se originaron
del are not only living within two cultures, we are living
Chicanos
Principal:
Ms.
vivi
Watt
of tolerance and acceptance, this bridge
eagan built; a bridge of understanding, mismo
lugar de origen pero tuvieron paradas diferentes
Teacher:
Mr. EleazarCommunication
ortiz
within en
two languages trying to cross burning bridges, two worlds
is
built
by
language.
is a vital
needed
underanent
el camino
para tool
Salt Lake
City,toUtah.
Mi padre, un hombre
that
have
been faced with the fear of history between them. The
colloquialisms,
their
jargon—on
oman, stand a people—their dialogue, their
delgado
y moreno, había
trabajado
como un bracero durante
power of bilingualism is a gift that equips one to overcome the fear
they and
develop
thoughtsdeand
theiren
ideologies.
sometimes
hostage byhow
a coyote,
la their
Administración
Reagan
California But
y recibió
su residencia permanente.
a gift
barriers
can’t
be
overcome
with
only
words;
it
is
how
conversations
lead
oil in 1991. My childhood Mi madre, una mujer de piel clara y de ojos verdes, cruzó la frontera deand
Nogales
y that we must learn how to harness; the power becomes a
relic
of
healing.
It teaches one to embrace the beauty of heritage. I
onecounting
to realize
a language,
ordetwo
that matter,
signify
forsuaresidencia 18 años
of beer cans,
of what
después
de 3 meses
ser for
secuestrada
por uncan
coyote,
recibió
truly
believe
communication
can resolve external resentments and
después
de
tocar
tierra
americana
en
1991.
Mi
niñez
quedó
atrapada
en
la
broma
y native tongue
is that
people,
for ofan ethnicity, for an individual, and for their own destinies in
vanquish
any
internal
oppression;
it creates bridges within commude
valores
del
inmigrante,
reciclando
latas
de
cerveza,
contando
las
cuentas
del
ico, of romantic
syllables.
a country
filled with diverse languages and cultures.
nities
and
cultures.
The
bilingualism
spawns a new identity, a new
rosario,
y
aprendiendo
a
hablar
como
un
gringo.
Mi
lengua
materna
es
de
mi
madre
Second Language
classes
I grew
up in a Mexican household where the traditions of viry
mi
padre;
de
Conquistadores,
del
sur
de
México,
de
sílabas
románticas.
Aprendí
el
individual
made
of
two
parts:
Spanish
and English, Mexico and the
at home; tue
not on
andschoolpatience were handed down, slowly over time. My parents
español
y
me
fijé
por
las
clases
forzadas
de
Inglés
Como
Segunda
Lengua
que
mi
US,
past
and
present;
two
parts
of
me.
rly age. immigrated to the United States in the early 1980’s and early 1990’s;
idioma es algo que debería ser hablado en casa, no en el predio escolar o en las salas
is considered
golden from the same home-town but had different stops
both aoriginated
de clase. Esto me fastidió pesadamente a una edad temprana.
El Poder del Bilingüismo
the barrieronbetween
theto Salt Lake City, Utah. My father, a dark slim man, had
the way
Llegando a la secundaria y captando un lenguaje que es considerado un Muchas
boleto
veces, barreras entre culturas requieren que
rightenedworked
with countless
as a bracero during the Reagan Administration in California
dorado
para
comunidades
de
inmigrantes,
logré
una
breve
visión
de
la
barrera
entre sea construido; un puente de entendimiento, de
un
puente
r tax dollars:
the
cultural
and was granted his permanent residency. My mother, a green-eyed
las grandes cantidades de inmigrantes mejicanos y los americanos quetolerancia
se asustan y reconocimiento, este puente se construye medict of replying
to Mexican woman,
light-skinned
crossed
the Nogales
border yafter
3 months
con rumores
innumerables
de criminales
parásitos,
siendo of
alimentados por sus
ante el lenguaje. La comunicación es una herramienta vital
eciting translated
poemshostage by a coyote, and received her residency 18 years
being held
dólares tributarios: la mala comunicación cultural. Me di cuenta de esto a través de
point embarrassed
about
necesaria para comprender a una gente – su diálogo, sus
after touching American
soil inde1991.
My
wasmicaught
mi instinto nativo
contestar
a lachildhood
jerga mejicana,
segunda lengua, sintiendo la
afraid. in the banter of immigrant values, recycling of beer cans, countcoloquialismos,
su idioma local – en cómo desarrollan sus
necesidad para bailar mientras recitaba poemas traducidos y el sentimiento
creciente
y sus ideologías. Pero, a veces, las barreras
most Chicanos
only beads,
ingare
ofnot
rosary
and learning
to speak
likeavergonzado
a gringo.por
Myacerca de mipensamientos
del rechazo
interno. Enhow
un punto
me sentí
herencia y
no pueden ser vencidas solamente con palabras; es cómo
es trying to
cross burning
seguida
reprimí
mi poder
native
tongue isenthat
of my
mother
andbilingüe,
father;tuve
of miedo.
Conquistadores, of
f history between them.
Ser hablante bilingüe se entremete con el hecho de que la mayoría de los
A BaEgift
PERSPECTIVES ★ M A R C H – A P R I L 2 0 1 3
rcome the18fear Nand
chicanos no sólo vivimos dentro de dos culturas, vivimos dentro de dos lenguajes,
elic of healing. It teaches intentando cruzar puentes quemados, dos mundos que han sido confrontados por
FRIDAY
SATURDAY
SESSIONS
MAPS
las conversaciones llevan a uno a llegar a saber qué pueden
significar un lenguaje, o dos a ese respecto, pueden significar para una gente, para una etnicidad, para un individuo, y
para sus propios destinos en un país lleno de culturas y lenguajes diversos y culturas.
Crecí en una familia mejicana donde las tradiciones de
virtud y paciencia fueron comunicadas, despaciosamente
con el paso del tiempo. Mis padres inmigraron a los Estados
Unidos al principio de los 1980s y los 1990s; ambos se originaron del mismo lugar de origen pero tuvieron paradas diferentes en el camino para Salt Lake City, Utah. Mi padre, un
hombre delgado y moreno, había trabajado como un bracero
durante la Administración de Reagan en California y recibió
su residencia permanente. Mi madre, una mujer de piel clara
y de ojos verdes, cruzó la frontera de Nogales y después de
3 meses de ser secuestrada por un coyote, recibió su residencia 18 años después de tocar tierra americana en 1991.
Mi niñez quedó atrapada en la broma de valores del inmigrante, reciclando latas de cerveza, contando las cuentas del
rosario, y aprendiendo a hablar como un gringo. Mi lengua
materna es de mi madre y mi padre; de Conquistadores, del
sur de México, de sílabas románticas. Aprendí el español
y me fijé por las clases forzadas de Inglés Como Segunda
Lengua que mi idioma es algo que debería ser hablado en
casa, no en el predio escolar o en las salas de clase. Esto
me fastidió pesadamente a una edad temprana.
Llegando a la secundaria y captando un lenguaje que
es considerado un boleto dorado para comunidades de
inmigrantes, logré una breve visión de la barrera entre las
grandes cantidades de inmigrantes mejicanos y los americanos que se asustan con rumores innumerables de criminales
y parásitos, siendo alimentados por sus dólares tributarios:
la mala comunicación cultural. Me di cuenta de esto a través
de mi instinto nativo de contestar a la jerga mejicana, mi
segunda lengua, sintiendo la necesidad para bailar mientras
recitaba poemas traducidos y el sentimiento creciente del
rechazo interno. En un punto me sentí avergonzado por
acerca de mi herencia y en seguida reprimí mi poder bilingüe, tuve miedo.
Ser hablante bilingüe se entremete con el hecho de que
la mayoría de los chicanos no sólo vivimos dentro de dos
culturas, vivimos dentro de dos lenguajes, intentando cruzar
puentes quemados, dos mundos que han sido confrontados
por el temor de historia entre sí. El poder del bilingüismo
es un regalo que equipa a alguien a vencer el miedo y un
regalo que debemos aprender a aprovechar; el poder se
convierte en una reliquia de curación. Le enseña a uno a
aceptar la belleza de herencia. Verdaderamente creo que
la comunicación puede resolver resentimientos externos y
puede vencer cualquier opresión interna y formar puentes
dentro de las comunidades y las culturas. Este bilingüismo
engendra una nueva identidad, un nuevo individuo hecho de
dos partes: español e inglés, México y los Estados Unidos,
el pasado y el presente; dos partes de mí.
19
S L E E P I N G
M A G I C
By Enrique García Naranjo
Soy lo que me enseño mi padre: el que no quiere a su patria
no quiere a su madre.
– Residente of Calle 13
I believe in the setting sun, behind mountain.
I believe in the rambling lunatic who strolls at moonlight.
I believe in capturing the bit of dying day to last all night;
as I pick up the magic scattered on the ground,
I tie the world around my ankles and prepare to jump:
this is my suspension between Sky and Earth.
I believe in the surface beneath me,
I believe the roots of a tree are tangled to the core;
I believe in the streams and brooks, even as they dry.
I believe in small hands, which try to cup everything
possible before it drips away.
I believe in dust devils and their unison with sand storms,
I believe in foot prints on crackling sand;
I believe in the eyes of a lover, in the silence
of their shutters, laying there, apart of my body:
Becoming dust and dirt and dissolving into a ritual.
20
Night stars bending into cursive,
writing the music of the desert;
a tempo of solitude,
un melodía for the day to come,
and dusk twirls as I drink pulque
to dance con los coyotes.
Dancing to the sand shifting beneath my feet,
to the Gods in the swing of my waist,
to the love that leaves my twisting spine.
I believe in the desert and her beauty,
I believe in the shadows that follow our every move,
I believe there will always be a song being born in our chests;
I believe I will die this way:
Praying for the wandering soles and dancing for the rain.
I believe in the sanctity and sorrow of this land,
I believe in the beautiful faces and their cursed tongues,
I believe in the sleep stories of times before the border.
Creo en lo que hay y en lo que habrá.
I believe in the holy Cacti that watch over
the houses of Tucson,
I believe in the sacred wind and
the saints hanging from my neck.
I believe I am an unfulfilled dream;
I believe I am the Santa Cruz River
healing the scars of an entire city
as holy water pours from sky.
I believe in all the sleeping magic of the desert.
And I believe you can’t buy the wind.
Creo que no puedes comprar el sol.
I believe you can’t buy the rain.
Creo que no puedes comprar el calor.
You can’t buy the clouds.
No puedes comprar los colores.
You can’t buy my happiness.
No puedes comprar mis dolores, they belong here.
I believe this is my home,
built on the tombs of recumbent legends;
land of callused hands holding a waving flag of
resistance to the outside world.
This is the land of two nations divided;
this is the land of two tongues, of two suns,
of too many names lost crossing,
of too much souls who become
what they were before flesh:
Sand tears and polvo de magia.
This is the land where we breathe resistance,
and stand tall to the sun:
I believe when I die, I won’t parish.
I believe when I die, I will become
another setting sun behind mountain.
I believe, here, I will live forever.
*Enrique wrote this poem especially for the NABE Award Ceremony, and read it for the first
time at the 2013 NABE Award Luncheon. He received a standing ovation.
Enrique García Naranjo born in Salt Lake City, Utah is a bilingual spoken wordist who writes
about his Chicano experience in the American Southwest, incorporating gripping imagery
and intricate metaphors; he combines a sense of identity and symbolic meaning to the
words Brown in America. Enrique is also of African ancestry, referring to himself as AfroChicano; drifting between the Afrocentricity of his Rastafari spirituality and the Mexican customs inherited through his migrant parents. Enrique takes part in the South Tucson community, being involved in social justice and civil rights movements as a voice of enlightenment;
he is Youth Organizer of Spoken Futures Inc. and co-chair/spokesman of the Pueblo High
MEChA, he advocates for Immigration Reform, equity in developing communities, samesex marriage, minority unity and mobilization for change. His influences are South African
activist Stephen Bantu Biko, African- American poet Gil Scott-Heron, the Afrocentric MC’s of
1990’s, Mestizo poet Octavio Paz and all the beauty of the Southwest desert. Enrique is winner of the 2012 Tucson Youth Poetry Slam Championship, participate and 7th placed poet of
the 2012 Brave New Voices International Poetry Festival, winner of the National Association
of Bilingual Education for his essay on the power of being bilingual in America and awarded
Student of the Month in October of 2012 by the San Xavier Kiwanis Club for leading a
movement to receive equity in the South Tucson community, to avoid school closures and
reinstating the yellow bus transportation service to Pueblo High School. Enrique believes in
the good vibration of all people, and fights por la causa, in hopes that the great Americans
yet to be born do not have to suffer, instead live knowing that their culture, their language,
their customs are gifts from the most high and that there should be no hate, only a singular
admiration for fellow brothers and sisters.
21
Ramón
Santiago
Award
The Ramón Santiago award is given by NABE to individuals who remind us of the
commitment to bilingual education such as past president of NABE, Ramón Santiago. To
keep the organization going he mortgaged his house.
Adalberto
(Beto) Guerrero
December 11, 1929
Born Bisbee, AZ
Prof. Guerrero has spent his life in service to his community and
his students—as an instructor of Spanish at Pueblo High School, an
administrator at the University of Arizona, an activist for national
legislation which changed the education of language minority students throughout the country, and as a lecturer in the Department
of Spanish and Portuguese at the University of Arizona. He is widely
recognized as a pioneer in efforts to extend the guarantee of an
equitable education to all students in the United States, particularly
those whose rich cultural heritages and languages have historically
kept them on the margins of society. The approach Prof. Guerrero
developed in the late 1950s is one that is still being promoted as the
most effective way of teaching languages to children.
Prof. Guerrero started his distinguished career after receiving his
undergraduate degree in Spanish from the University of Arizona
in 1957. Prior to becoming a full-time instructor at the University
of Arizona in 1969, he taught Spanish from 1958 at Pueblo High
School in Tucson. While there, Prof. Guerrero developed and piloted
a special program in Spanish for Native Speakers, which brought
national recognition to the school in 1965 when the National
Education Association and Parade Magazine chose it as a “Pace
Maker School.” Prof. Guerrero brought his highly acclaimed courses
to the University of Arizona where today they remain a critical component of the program offered to students through the Department
of Spanish and Portuguese. He has also developed other courses that
have become requirements in programs in various colleges.
He initiated and taught two courses (among others) for teachers
and prospective teachers in bilingual education—Literature Infantile
and Español Para Profesores Bilingues. His course in children’s literature in Spanish is still part of the program for students in Spanish,
Bilingual Education, Children’s Literature and Library Science. His
course in Spanish for the Bilingual Teacher is an essential experience
for students in the Initial Teacher Preparation Program’s Bilingual
22
Block, and fulfills part of the requirements of the State of Arizona
for the certification of teachers. His creation of the course entitled
Español Para Nativos in 1959 was later adapted in 1965 at the
University of Arizona’s Spanish Department.
Prof. Guerrero’s efforts extended to Pima Community College where
he served as Curriculum Specialist from 1969 to 1970 and planned the
Bilingual Education Program. Such was his impact as a teacher that
many of his students were inspired to follow him to the university in an
era when few Mexican heritage students finished high school.
Soon after his arrival at the University of Arizona, Prof. Guerrero
became a nationally recognized leader in the fight for education
and civil rights. He was called on as an expert witness in May 1967
to testify on behalf of the National Education Association before a
Special Subcommittee on Bilingual Education of the United States
Senate Committee on Labor and Public Welfare in support of Senate
Bill 428, which resulted in Title VII. As the lead person, he directly
related the educational and language needs of Mexican-American students. Senators Ralph Yarborough of Texas, Paul Fannin of Arizona,
Edward Kennedy of Massachusetts, and Alan Cranston of California,
all of whom played an important role in the passage of the original
Bilingual Education Act, have written about the pivotal role that Beto
played in that legislation. Representative Morris Udall called him “one
of the most eloquent witnesses who appeared at the Senate hearings
on this Bilingual Education proposal.” Prof. Guerrero also testified
on behalf of the California Education Association in 1967 before the
California Legislature in support of the Bill that would repeal the
State Constitution Clause that specified English as the only allowable
language of instruction in all California Schools. And again in 1973,
Prof. Guerrero was called upon to testify on behalf of the Congreso
Nacional de Assuntos Colegiales before the United States Senate
Education Committee hearing on Bilingual Education.
He assisted in planning the NEA Symposium “The SpanishSpeaking Child in the Schools of the Southwest” held in Tucson
in 1966, another component that helped formulate the Bilingual
Education Act, Title VII. From 1973 to 1975, he served as the first
Assistant Dean of Students of Mexican American Affairs. He was
asked by University of Arizona President John Schaefer to form
the Mexican American Studies Committee and served as its first
Chairman from 1975 to 1977. This Committee was later institutionalized as the Mexican American Studies and Research Center.
During 1974-1975, Prof. Guerrero served as a member of the
Arizona State Department Advisory Board for Bilingual Education
in preparing legislation on bilingual education.
In 1975, he assisted with the creation of a US State Department
sponsored survey of educational trends involving bilingual education
in Peru, Bolivia and Paraguay, and the following year served as consultant to the Ministry of Education of Paraguay in a project sponsored by the Organization of American States to measure the linguistic ability in Spanish and Guarani of Paraguayan first grade school
children. From 1968 to 1974, he was a member and participant of
the Advisory Committee for the Mexican American Studies Project
of the US Commission on Civil Rights. Prof. Guerrero was instrumental in preparing proposals for and in instituting the Bilingual
Education Fellowship Program and the Bilingual Education
Development Program at the University of Arizona.
Among Prof. Guerrero’s many awards and honors are the 1970
National Education Association Human Rights Award; the 1975 US
Commission on Civil Rights; an award for his work as an Advisory
Board member of the Mexican American Education Unity Council; a
tribute for his contributions to the Hispanic community by the Mexican
American Unity Council in 1985; Outstanding Faculty Contributor
to Minority Student Education by the University of Arizona Office
of Minority Student Affairs at its first Annual Awards Ceremony in
1986; and in 1990 a tribute by Transamerica Systems Inc. for his
work in education and in the community. The National Association
for Bilingual Education recognized Prof. Guerrero at its 19th Annual
Conference in 1990 for his work as a pioneer in the field of bilingual
education. In 1990, First Lady Barbara Bush acknowledged him for
his many years of dedicated service in the field of education and the
National Education Association presented him with the Pioneer Award
for Bilingual Education at its annual meeting. He was honored in 1991
by having the Center for Chicano Students named after him.
On June 16, 2011, Prof. Guerrero was one of four educators to
receive the first annual RECONOCIMIENTO STÉÉN “Por su
destacada labor a favor del derecho a la educación de niños y niñas de
familias migrantes internacionales Mexicanas”, awarded by Mexico’s
Secretaría de Relaciones Exteriores and Secretaría de Educación Pública.
In 2001, the year of his most treasured honor, the Adalberto M.
Guerrero Middle School was inaugurated.
Beto Guerrero continues to be a valued advisor in matters dealing with extending equality of educational opportunity to language
minority students. Beto Guerrero is married and the proud father of
four children, two daughters and two sons.
Statement from Mr. Adalberto Guerrero:
Primero, mi sincero agradecimiento a NABE, a Nilda Aguirre, y al
Dr. José Agustín Ruiz por este honor.
Felicito a los integrantes de NABE por su sostenida lucha a través
de 42 años para que nuestro país algún día logre alcanzar la meta,
no la realidad actual, de nuestro juramento a la bandera: “One
nation, under God, indivisible with liberty and justice for all.”
Timothy B. Tyson en su obra verídica BLOOD DONE SIGH MY
NAME señala “Our hidden history of race has yet to be fully told, and
we persist in hiding from much of what we know.” El libro trata de
la bestialidad racista en este país contra los de origen africano.
Confrontamos a diario manifestaciones del mismo racismo en los
abusos contra nosotros, los hispanos. La determinación por erradicar
los programas de educación bilingüe en Arizona, igual que en otros
estados, tiene por objetivo nuestra sumisión Los intolerantes reconocen la verdad de la cita de James Mitchner en THE COVENANT:
“If you would dominate a man, deprive him of his language.”
Nosotros reconocemos que el idioma es la primera y la más
importante manifestación de cualquier cultura. José Ortega y
Gasset y don Miguel de Unamuno afirman que el ser humano es
inseparable de su cultura. “Yo soy yo y mi cultura.” Destruye mi
cultura y habrás destruído mi ser.
El sistema educativo tradicional tiene como fin la destrucción de
culturas extrañas. No acepta la enorme ventaja y los beneficios que
un pueblo multicultural aportaría a la grandeza de este país.
De mayor importancia, el sistema se niega a reconocer que
NOSOTROS, COMO PADRES, TENEMOS EL DERECHO
DE CREAR Y DE INSTRUIR A NUESTROS HIJOS PARA QUE
SE PAREZCAN A NOSOTRO.
No rindamos jamás este derecho. Ustedes, nuestros educadores,
forjarán un futuro más equitativo y un país más digno de las sublimes palabras de su juramento a nuestra bandera.
Un fuerte abrazo a mis antiguos colegas y amigos, igual que a
los jóvenes que se inician en la nobilísima profesión del magisterio.
Repito mi gratidtud a NABE, y particularmente a mi gran amigo, el
Dr. José Agustín Ruiz.
Atentamente,
Adalberto Guerrero
23
NTRO
OHTLI AWARD
OHTLI
Award
The Ohtli Award is bestowed to renowned Latino leaders who have distinguished themselves
ABOUT NABE
s bestowed to renowned Latino leaders who have
elves for their contributions to the advancement and
erment
Mexican
communities
abroad.
foroftheir
contributions
to the
advancement and empowerment of Mexican communities abroad.
Alberto
Carvalho
FRIDAY
SATURDAY
SESSIONS
MAPS
rved
on’s
A versatile leader, Carvalho is
ince
the self-appointed principal of two
nally
award-winning schools — the PrireSuperintendent of Miami Dade County
mary Learning
Center and the iPrep
fully
Public
Schools (M-DCPS).
Academy. In addition, he is the Presness
Alberto Carvalho has served asident
Superintendent
the Association
nation’s fourthof
of ALAS,ofthe
ems
largest school system
since
September
2008.
He
is
a
nationally
recognized
Latino Administrators and Superintendents.
He has
streamlined Strateexpert on school reform
and
finance
who
successfully
transformed
his
received
numerous
honors
and
awards
both
for huurces todistrict’s
classroom
business operations and financial systems with the implementamanitarianism, as well as groundbreaking work in
herencetion
toofvalues
a streamlined Strategic Framework, aligning resources to classthe field of education and business management.
m shiftroom
resulted
in through
priorities
a strict adherence to values based budgeting. This
He has
recognized
Visionary
Leader
, a stable
bond ratparadigm
shift resulted
in abeen
dramatic
increase as
in the
reserves,
a stable
bond of
the Year
by the Great
of Commerce,
and a remarkable
improvement
in Miami
studentChamber
achievement.
This year
vement rating
in student
the
March
of
Dimes’
Humanitarian
of
the
Year,
and
hisidentified
district was identified by the AP | College Board as first in the
nation
trict was
South
Florida’s
Ultimate
CEO,
and
for
Leadership
in
fornation
Hispanic
st in the
for students scoring highly on Advanced Placement exams, and
Government
the Miami
ChapterM-DCPS
of the American
in the country
for AfricanbyAmerican
students.
is now
ghly onseventh
Advanced
widely
considered
the
nation’s
highest
performing
urban
school
system
Institute
of
Architects.
He
is
a
member
of
Florida’s
in the country for
Council of 100, the Honorable Order of Kentucky
DCPS is now widely
Colonels and has been honored by the President
t performing urban
of Portugal with the “Ordem de Mérito Civil.“ He
winner of the covethas been featured as part of Education Nation, on
ation. As a result of
CNN, NBC, and ABC, and in publications such as The
ecision-making and
New York Times, District Administration Magazine,
Department of EduThe Christian Science Monitor, and Nightly Business
District Data Leader
Report.
owing four years of
and is the 2012 winner of the coveted Broad Prize for Urban Education.
As a result of his skillful use of data to drive decision-making and resource
allocation, the Florida Department of Education selected him as the 2012
District Data Leader of the Year. On November 6, following four years of
extraordinary improvement in District performance and public accountability, the community overwhelmingly confirmed its faith in their public
school system and its Superintendent by passing a $1.2 Billion Bond
Referendum for school construction.
A versatile leader, Carvalho is the self-appointed principal of two
award-winning schools — the Primary Learning Center and the iPrep
Academy. In addition, he is the President of ALAS, the Association of
Latino Administrators and Superintendents. He has received numerous
honors and awards both for humanitarianism, as well as groundbreaking work in the field of education and business management. He
has been recognized as the Visionary Leader of the Year by the Great
Miami Chamber of Commerce, the March of Dimes’ Humanitarian
of the Year, and South Florida’s Ultimate CEO, and for Leadership
in Government by the Miami Chapter of the American Institute of
Architects. He is a member of Florida’s Council of 100, the Honorable
Order of Kentucky Colonels and has been honored by the President of
Portugal with the “Ordem de Mérito Civil.“ He has been featured as
part of Education Nation, on CNN, NBC, and ABC, and in publications such as The New York Times, District Administration Magazine,
The Christian Science Monitor, and Nightly Business Report.
THURSDAY
and public accountability, the community overwhelmingly confirmed
its faith in their public school system
and its Superintendent by passing
a $1.2 Billion Bond Referendum for
school construction.
Bilingual Teacher of the Year
Javier
Dominguez
Eickenroth Elementary
Houston, Texas
FEBRUARY 7 – 9, 2013  LAKE BUENA VISTA, FLORIDA
Principal: Mr. Robbie Green
First Grade Bilingual
Javier Domínguez was born in the city of Chihuahua, Mexico in
perhaps one of the poorest neighborhoods. He is the eldest of four
sons. His mother was a seamstress who only completed two years of
schooling. Due to his family’s economic hardships, Mr. Domínguez
was force to work at the age of seven. He was one of the thousands of
children who work in the streets in order to put bread on the table.
24
EXHIBITORS
District performance
The people who allowed him to see new horizons and where he felt
safe, loved and protected were at the school. From this point on, his
life consisted of very distinct worlds: a world of education and a world
of the streets. At the age fifteen he got his first opportunity to teach.
Mr. Dominguez was recruited by one of his teachers to work in
a literacy program to teach adults to read and write. This moment
marked his life forever. He felt for the first time that he could make a
difference in this world. He would make a big impact on people’s lives
45
and provide them with the best gift one can give – education. Mr.
Domínguez siempre enseña a sus alumnos que el camino para los que
vienen de abajo siempre es cuesta arriba y que hacia arriba es la dirección para alcanzar las estrellas porque el éxito no es un regalo, sino un
logro. Las metas se alcanzan con determinación, coraje y perseverancia.
El señor Domínguez se siente orgulloso de formar parte del
equipo bilingüe de la escuela Eickenrotht Elementary de Spring ISD
en Houston, Texas bajo el liderazgo de su director Robbie Green.
TIZEN OF THE YEAR
MELBA LUCIANO
Citizen of the Year
t’s first Hispanic principal at Thacker Elementary School in
Luciano
the district’s
first Hispanic
principal at Thacker Elementary School in 1997.
rict’s first
Hispanicwas
superintendent
and, according
to Schafer,
She is now the district’s first Hispanic superintendent and, according to Schafer, Florida’s
male superintendent.
was
unty
n of
ano
for
the
cipal
ool.
first
and,
chamale
omools,
perand
first Hispanic female superintendent.
right tools and professional development they need to help all students make gains and reach their
potential.
“It does make a difference that I am
who I am,” Luciano said. “In a classroom, you want (role) models, you
want teachers of different races
and ethnicities so students have
someone to look up to.” Luciano
Osceola
County
exclaims,
School District
“I loveSuperintendent
this district. This is my
School
home.” “Having developed a positiveselected
rapportbywith
so manyCounty
people
On July 2,
2012,
Melba Luciano was
the Osceola
MELBA
LUCIANO
has
been
so
important.
I
think,
if I
Osceola
County
School Board for the position of School Superintendent. Luciano has
can stay as long as possible in this
School
District
been a district employee for 25 years. In 1997, Luciano was the district’s
position, we would keep growing. I
School Superintendent
first Hispanic principal at Thackerwill
Elementary
School. She is now
stay as long as they want me.”
Melba Luciano
o is
s in
the district’s first Hispanic superintendent and, according to spokesShe and
herHispanic
husband
Joe have
been married
Her goalwoman
is to estabSchafer, Florida’s
first
female
superintendent.
Priorfor
37 years. They have a son, a daughter and three
School Board memgrandchildren.
they may focus on
g teachers have the
to becoming Superintendent of Schools, Luciano was the Assistant
Superintendent of Curriculum and Instruction.
Superintendent Melba Luciano is highly respected; she believes in
open, honest communication. Her goal is to establish a strong relationship with School Board members so that collaboratively, they may
focus on student achievement, ensuring teachers have the right tools
and professional development they need to help all students make
gains and reach their potential.
“It does make a difference that I am who I am,” Luciano said.
“In a classroom, you want (role) models, you want teachers of different races and ethnicities so students have someone to look up to.”
Luciano exclaims,
“I love this district. This is my home.” “Having developed a positive rapport with so many people has been so important. I think, if I
can stay as long as possible in this position, we would keep growing.
I will stay as long as they want me.”
She and her husband Joe have been married for 37 years. They
have a son, a daughter and three grandchildren.
Outstanding
Dissertations
Exploring the Principal’s Experience with the Diffusion of Dual Language Immersion
L EDUCATION: MAGIC HAPPENS!
First Place
Laura CarrascoNavarrete, Ed.D.
Abstract
One of the most critical issues facing American public schools
and school administrators is implementing effective instructional
programs for teaching English Language Learners (ELLs). Presently
in the United States, ELL students in Kindergarten-12th grade
are lagging behind academically in comparison to their Englishonly speaking classmates. Dual Language Immersion (DLI) presents an educational model that is proving to be most promising.
Accordingly, DLI programs are on the rise as is the need to provide
school principals with guidance on effectively implementing or
diffusing DLI at their campuses. Thus, this qualitative research
examines the principal’s experience with the diffusion of DLI. It
employs case study methodology and a purposefully selected sample
comprised of 17 subjects from two DLI campuses. Everett Rogers’
Diffusion of Innovations theory served as the study’s main theoretical framework. Data collection methods generated a series of individual and focus group interviews, a total of 23 separate observations, and 91 physical artifacts.
From the data emerged 13 significant findings that are first presented and organized under their respective element of diffusion and
are later reconstructed more holistically under each research question. What emerged was a layered synthesis which suggests that: DLI
principals who are actively upholding the use of two languages, lead a
cultural paradigm shift, make collective innovation decisions, are flexible and directly involved, address miscommunication and the varying stages of diffusion, form part of a greater social structure, address
consequences of diffusion, serve as advocates, and remain positive and
passionate. Additionally, DLI as a radical innovation is discussed as are
the ways teachers influence the diffusion of DLI. Recommendations
for school principals, for principal and teacher preparation programs,
for policy, and for future research are presented.
Granting Institution: University of Texas at San Antonio
Dissertation Advisor: Mariela A. Rodríguez, Ph.D.
25
INTRO
RTATIONS
Dissertation continued...
N N EOutstanding
R
ABOUT NABE
The Effects of Bilingual Instruction on the English Emergent Literacy Skills of SpanishSpeaking Preschool Children
h
THURSDAY
tion
oor
as a
Second Place
s to
owperiZoila Tazi, Ph.D.
Abstract
sely Numerous studies have shown that early childhood education
(ECE) contributes
to educational attainment, particularly for poor
atino children
enter school
children.
Nationally,
ECE has gained considerable backing as a
y view the needs of young
universal intervention to propel achievement. As ECE comes to
English-only
practices that
the fore, census figures indicate that Latinos are the fastest growing
guage minority
for learning
school.
in theinUnited
States. Latinos have persistently experienced
greater
rates
of
poverty
and
tories of Latino children just other risk factors that adversely affect
Zoila Tazi, Ph.D.
FRIDAY
SATURDAY
ERTATIONS
educational attainment. In addition, the majority of Latino children
enter school speaking little or no English. Many school communities
may view the needs of young bilingual children as burdensome and
consequently enforce English-only practices that do not explore the
academic benefits of using the home language for learning in school.
These multiple risk factors raise alarm for the educational trajectories of Latino children just entering schools.
This quantitative study looked at the combined effectiveness of
early childhood education and home language instruction on the
English emergent literacy skills of Spanish-speaking preschool students. Students were randomly assigned to either bilingual or monolingual instruction. Over the course of two preschool years — PreKindergarten and Kindergarten — the students’ scores on multiple
measures of emergent literacy skills were compared and analyzed.
Results indicate that bilingual instruction offers key advantages
to Spanish-speaking preschool children that mitigate some of the
impact to achievement associated with poverty.
Results also reveal novel insights relating to bilingual instruction
at the preschool level that challenge some prevailing ideas about the
development of English emergent literacy skills in Spanish-speaking
children.skills in Spanish-speaking children.
Granting Institution: Graduate Center, City University of New York
Dissertation Advisor: Ofelia García, Ph.D.
SESSIONS
of early childhood education
skills
NcyN
E of
R Spanish-speaking
er bilingual
monolingual
FromorNation-States
to Neoliberalism: Language Ideologies and Governmentality
dergarten and Kindergarten
nation-state/colonial governmentality in early US society with a
e
eracy skills were compared
particular focus on the early debates on language policy in the new
es to Spanish-speaking pre-
MAPS
tudy
ent
associated with poverty.
the
n
lf at
of the preschool level that
glish emergent literacy skills
menopeThird Place
olothe
sNew
the York Nelson Flores
Abstract
y US Building on Foucault’s concept of governmentality, this research
y both sides
the current
debate
study of
examines
the ways
that current language ideologies marginal-
EXHIBITORS
Nelson Flores
ize the language practices of language-minoritized students. The first
half of this study examines the emergence of nation-state/colonial
ghts from
poststructuralist theory
governmentality and its accompanying language ideologies as part
companying
languagemodernist
ideologiesproject. It examines the emergence of
of the European
9, 2013 ideologies,
LAKE BUENA
FLORIDA
anguage
suchVISTA,
as those
65
nguage that are complicit in the
ore of neoliberal governmentality.
lism developed by the Council of
rgues that the movement in politanguage
26 marks
N A B E an
P E epistemologiRSPECTIVES ★
ety occurring as part of neoliberal
MARCH–APRIL 2013
nation. It then analyzes the impact of nation-state/colonial governmentality on contemporary US society through an exploration of
the language ideologies utilized by both sides of the current debate
over bilingual education.
The second half of this research study engages with recent
insights from poststructuralist theory to examine the emergence of
neoliberal governmentality and its accompanying language ideologies as part of the spread of global capitalism. It argues that dynamic
language ideologies, such as those used in the first half of this study,
reflect new understandings of language that are complicit in the
production of flexible workers and life-long learners that lie at the
core of neoliberal governmentality. Specifically, this study offers a
reading of the concept of plurilingualism developed by the Council
of Europe through the framework of neoliberal governmentality and
argues that the movement in political and academic circles toward
more dynamic understandings of language marks an epistemological
shift that is mutually constitutive with the corporatization of society occurring as part of neoliberal governmentality. The study then
ERTATIONS
TION
these subjectivities challenges nation-state/colonial governmentality
while the “meta” aspect empowers language-minoritized students to
resist the corporatization of their fluid language practices.
Granting Institution: The Graduate Center of the City University of
New York
Dissertation Advisor: Ofelia García, Ph.D.
INTRO
examines the ways that nation-state/colonial and neoliberal governmentality begin to converge in contemporary U.S. society in ways
that maintain US hegemony within the new global order through
three interrelated frameworks: (1) Global English; (2) the securitization of bilingualism; and (3) the commodification of bilingualism.
Finally, the study explores implications of the critiques of nationstate/colonial and neoliberal governmentality through a conceptualization of language education policies that subvert both forms of
governmentality through language-minoritized students in developing meta ethnolinguistic subjectivities. It argues that the fluidity of
ABOUT NABE
The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument
THURSDAY
ted
udy.
Honorable Mention
ngiacy
ool
udy
for Alma Linda ContrerasAbstract
Vanegas properties of the Hispanic Bilingual Gifted
alid- The psychometric
mea- Screening Instrument (HBGSI) were investigated in this study. The
participants
the study
were a part of a large 4-year longitudinal
icted the
NNAT in
over
a 4-year
randomized study titled English Language and Literacy Acquisition
-R Verbal
Analogies subtest at
(Project ELLA), which focused on an urban school district located
Alma Linda
ContrerasVanegas
FRIDAY
EXHIBITORS
o/
Durodola
Co-Chairs of Advisor Committee: Dr. Rafael Lara-Alecio / Dr.
Sharolyn Pollard-Durodola
MAPS
y
Granting Institution: Texas A&M University
SESSIONS
d to significantly predict the
) Verbal Analogies subtest in
panish version of the WLPB-R
h concurrent validity between
nglish, and a high concurrent
es subtests in Spanish. Overall,
screening potential gifted and
SATURDAY
in the Houston area. The purpose of this study was to investigate (a)
the inter-rater reliability of HBGSI data for Hispanic students over
c properties
the HBGSI.
The
a 4-yearof
period;
(b) the concurrent
validity of the HBGSI and the
t the 4-year
ELLA
study.
It was
WLPB-R
Verbal
Analogies
subtests measured at the kindergarten
level; (c)the
what
clusters best
predicted the NNAT over a 4-year period
y predicted
Naglieri
Non-
(K-3); and (d) what clusters best predicted the WLPB-R Verbal
Analogies subtest at the kindergarten level in English and Spanish.
Results demonstrated further validation of the psychometric
properties of the HBGSI. The HBGSI was found to have an interrater reliability throughout the 4-year ELLA study. It was also
found in this study that five HBGSI clusters significantly predicted
the Naglieri Nonverbal Ability Test (NNAT), seven HBGSI clusters were found to significantly predict the Woodcock Language
Proficiency Battery-Revised (WLPB-R) Verbal Analogies subtest in
English, and one HBGSI cluster significantly predicted the Spanish
version of the WLPB-R Verbal Analogies subtest. Results further
showed a fairly high concurrent validity between the HBGSI and
the WLPB-R Verbal Analogies subtests in English, and a high
concurrent validity between the HBGSI and the WLPB-R Verbal
Analogies subtests in Spanish. Overall, this study further validated
that the HBGSI holds promise in screening potential gifted and talented Hispanic students in the elementary grades.
27
Julia Alvarez
A Wedding in Haiti
&
Dagoberto Gilb
Before the End, After the Beginning
Ellen Riojas Clark, Ph. D.
I have the perfect reading sandwich for
you. Grab a glass of tea with menta from
your garden, settle into your hammock,
and start reading. Dagoberto Gilb’s
exquisite book, Before the End, After the
Beginning can form the bread; read the first
five short stories, then make a wonderful
filling with Julia Alvarez’s A Wedding in
Haiti and then the last five stories from
Gilb’s collection. Yummy! Warm your palate with these stories from their experiences
of family, friends, and memories.
These two sandwich-size books are
easy to hold and read, seductive yet both
are quite provocative. In my opinion, the
styles of both books are unique yet different to the writers’ previous books. They
are both concise in their writing, raw with
the emotions exposed, and their identities
are divulged as they cross into different
contextual settings. Gilb has always had
that straightforward staccato articulation
that sets a great rhythm and momentum,
while Julia’s use of detail or journalistic
reflections gives us great visual descriptions
that put us next to her as she moves along
in her storytelling.
Because Gilb’s short stories are so powerful in their simplicity, you need some
time to breathe. In contrast, Alvarez’s
descriptions of a friendship with a sister
country she hardly knew gives you respite.
The first story “please, thank you,” seems
to be a personal account of Dagoberto’s
months of recovery and relearning after
a deliberating stroke that also affected
his writing hand. It is a forceful stream
of thought written in lower case as Dago
28
struggles with typing using one finger and
the protagonist deals with the indignity
of having to relearn everything after his
stroke. Then, stories follow about bad
friends, bad experiences, a lovely, sad
birthday, and then, a coming of age story,
“Uncle Rock” and his love for a young
boy’s mother. A relationship that embarrasses little Erick, magnifies his insecurities, and compounds his understanding of
adults; so bona fide that even at our age
can still make us squirm.
What I love about Julia Alvarez at this
point in her life, are her reflections on her
life as she describes her present life crossing both physical and personal borders as
she goes from the Dominican Republic to
Haiti with her husband, coping with her
aging parents in the midst of Alzheimer’s,
and assuming the role of a madrina to a
young Haitian couple. The book is so filling for it is written like a diary recounting
all the adventures that take place surrounding the wedding, the young marriage,
the coming of age of Piti, the groom and
father, and all the people that flow in and
out on a daily basis. And then, an earthquake in Haiti, one of the poorest nations
in the world, so horrific an event that a
comment often heard “We are thankful
and we are in mourning” makes sense.
It could be called a travel book as many
pictures accompany it but it is a story as
she puts it “ like the Ancient Mariner,
we feel compelled to tell the story over
and over again. As a way to understand
what happened.” So descriptive, so real,
so insightful, we are also thankful and we
also mourn how people’s lives are affected
as we read and cross the same borders that
Alvarez illustrates.
And now, before the end, the final five
short stories of Gilb’s, that explore the borders of the Southwest and Texas, of maleness, of feelings, of baseball and beautiful
women, of tragedy and of hope, of Latino,
Chicano, and US culture, of limits and
frontiers, and most of all, of reaching for
the sun. The book is just like the photograph in the cover – a maguey – tall, spiky,
succulent, and with all that is needed in life
contained within. Put a slice in your sandwich or better still finish off with a shot of
tequila or mescal.
Reprinted from the HUMANITIES TEXAS 2012
Summer Reading Series

NABE Perspectives v.35 no.2 Mar-Apr 2013

Transcription

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