Cambio de Colores (2015 : 14th : Kansas City, Mo.)https://hdl.handle.net/10355/524912024-03-28T18:32:39Z2024-03-28T18:32:39ZCross-cultural and experiential learning in El Salvador for extension specialists : lessons learned in the fieldNavarrete-Tindall, Nadia E.Bartelette, W. SueLock, Casihttps://hdl.handle.net/10355/524982021-06-08T15:27:57Z2016-01-01T00:00:00ZCross-cultural and experiential learning in El Salvador for extension specialists : lessons learned in the field
Navarrete-Tindall, Nadia E.; Bartelette, W. Sue; Lock, Casi
A delegation from Lincoln University (LU) Cooperative Extension of Missouri participated in a 12-day exchange program that included visits to communities and institutions in Central and Western El Salvador. The delegation included LU Native Plants Program (LU-NPP) staff and members of four communities in Missouri. The objectives were: 1. For the LU delegation to be immersed in the Salvadoran culture and learn how communities protect their resources and use native plants in their daily lives; 2. To exchange lessons learned between the LU-NPP, Salvadoran educators, producers, farmers, and communities; and 3. Identify organizations or agencies interested in forming alliances with the LU-NPP. Joint collaborative efforts between LU and organizations in El Salvador will help empower small farmers and will further advance agricultural and ecological education for low-income students in El Salvador and in Missouri. During site visits, local leaders from different agencies and community organizations and the LU delegation engaged in conversations to learn from each other's experiences. Salvadoran specialists were surprised to learn that Lincoln University also works with low-income communities and that farms in Missouri do not only grow cash crops. Many of the Native Plant Program's lessons learned in Missouri could be adopted in El Salvador to help small farmers and rural entrepreneurs. Evaluations from participants of this exchange program indicate that the delegation members increased their level of understanding of Latino culture and some had the opportunity to practice their Spanish skills which they can also use in Missouri. This program was funded by the USDA National Institute of Food and Agriculture (NIFA) and was part of two Capacity Building Grants.
2016-01-01T00:00:00ZThe dual language education program of Delavan-Darien School District: a case of Latino community leadershipInzunza, JorgeSolis, BereniceBell-Jimenez, Cynthiahttps://hdl.handle.net/10355/524942021-06-08T15:27:57Z2016-01-01T00:00:00ZThe dual language education program of Delavan-Darien School District: a case of Latino community leadership
Inzunza, Jorge; Solis, Berenice; Bell-Jimenez, Cynthia
On May 19, 2014, the Delavan-Darien School Board of Wisconsin voted 5-2 in favor of installing a Dual Language Immersion Program. This victory of the Latino community in a small district was not easy and speaks of a valuable experience in advocacy and mobilization. The district's student outcomes are worrying: the combined results in 2013-2014 of the Wisconsin Knowledge and Concepts Examination and the Wisconsin Alternate Assessment are the poorest in the state. This situation has raised questions about the cultural and linguistic relevance of the education provided in the district. The monolingual model was not recognizing the diversity of the student population, and a large percentage of first- and second-generation immigrant students were failing in the school system. That is why a group of parents initiated a series of actions to establish a dual language education program. The demand for dual language education in Delavan-Darien can be analyzed in three phases: 1. Raising awareness around the exclusion of the Latino community in regards to the available educational options: At this stage, the Latino community leaders got organized to push for dual language education in the context of the school district's 2011 strategic plan. 2. The political-administrative transition of the district and re-launching of the campaign: The change of leadership in the district and school board elections in 2012 meant that Latino leaders had to reinforce and build upon their progress made the previous year, and defend the priority to open spaces for the Latino community in the school system. 3. Opening and consolidation of an institutional setting for the Latino community: The Latino community's advocacy and lobbying was able to make progress towards their goals. This included the Board's approval to develop a dual language education program, the creation of the Director of Language Acquisition and Community Education (of Latino origin) position, and parent invitations to participate in interviews for the director and new teacher hires. The installation of the program was in progress during the 2014-2015 school year, when there were 160 students participating in the first generation of the Dual Language Educational Program of the Delavan-Darien School District.
2016-01-01T00:00:00ZEducational language policy and the new Latino diaspora in IowaJohnson, David CasselsLynch, StephanieStephens, Crissahttps://hdl.handle.net/10355/524972021-06-08T15:27:57Z2016-01-01T00:00:00ZEducational language policy and the new Latino diaspora in Iowa
Johnson, David Cassels; Lynch, Stephanie; Stephens, Crissa
The New Latino Diaspora is a demographic phenomenon that describes the immigration of Latinos from across Latin America to small cities and towns in the United States, which have historically not been popular destinations for Spanish speakers. As a result of this demographic shift, Iowa has experienced a 452% increase in its population of English learners (ELs) in public schools over the past 20 years. Thus, communities throughout Iowa (and the rest of the New Latino Diaspora) have struggled to put a support network in place for newcomers, including educational programs that provide educational opportunity for non-native English speakers. The purpose of this study was to examine how Iowa's educational language policy has adapted to growing numbers of ELs. Findings suggest that policymakers and educators alike have struggled to develop coherent plans for accommodating native Spanish speakers and leverage resources to enact what plans exist. While there is support at the state-level for a diversity of educational programs, including English as a second language (ESL) and bilingual education, there is very little guidance or financial support for districts. In other words, while educators have a lot of agency in determining how to educate non-native English speakers and some very industrious individuals have opened dual language schools, a more robust (funded) structure for language education is needed. We argue that the new language ecology is a linguistic and cultural resource, for both non-native English speakers and students who are currently English monolingual. Our results have implications for the future of linguistic accommodation and educational opportunity for Latinos around the Midwest.
2016-01-01T00:00:00ZLatinos in the heartland, shaping the future : leadership for inclusive communities : proceedings of the 14th Annual Conference, June 10-12, 2015, Kansas City, Missourihttps://hdl.handle.net/10355/524992021-06-08T18:38:08Z2016-01-01T00:00:00ZLatinos in the heartland, shaping the future : leadership for inclusive communities : proceedings of the 14th Annual Conference, June 10-12, 2015, Kansas City, Missouri
Contains abstracts of conference submissions and selected papers from the Proceedings of the 14th Annual Conference.
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