Education Commons^™

Latina Voice In Dialogue With Literacy, Xiaodi Zhou

Bilingual and Literacy Studies Faculty Publications and Presentations

This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee’s To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school are discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.

Exploring The Impact Of A Student-Faculty Partnership Program At A Hispanic Serving Institution, Alyssa G. Cavazos, Lesley Chapa, Javier Cavazos Vela

Writing and Language Studies Faculty Publications and Presentations

Guided by a strength-based framework and counter-storying lens, we use a qualitative case study approach (Cook-Sather, 2020; Cook-Sather & Motz-Storey, 2016) to explore students’ experiences with a teaching partnership program. A Students as Learners and Teachers (SaLT) model to student-instructor partnership positions students as consultants in a faculty member’s course in which they are not currently enrolled (Cook-Sather, 2020). Following a case study analysis with student and faculty partners in a SaLT program at a HSI, several themes were identified. Themes emerging from student participants included: empathy, personal growth, solidarity, and feedback awareness. Faculty partners’ themes included: receptivity, resistance, and …

Breaking Bridges: A Latina's Role In Familismo And Higher Education, Desiree Trejo

Theses and Dissertations

This research and collective experiences have been recorded to bring together an autoethnography that demonstrates my personal experiences of being the eldest daughter in a Latino family and how these experiences situate within a social context. The primary purpose of this autoethnography is to provide insight on Latino culture expectations placed upon first born daughters. My own experiences connect to my research covering Latino culture and gender expectations to further understand social meanings and understandings of this culture. This autoethnography presents qualitive research that allows me to self-reflect and apply these findings to my personal experiences within my family to …

U.S. History As Part Of A Core Curriculum, Megan Birk

History Faculty Publications and Presentations

No abstract provided.

Ideologías Y Políticas De Perpetua Ilegitimidad: El Caso De La Enseñanza De Lenguas En México, David Martínez-Prieto

Bilingual and Literacy Studies Faculty Publications and Presentations

Based on data collected in central and southern Mexico, this article examines ideologies embedded in the language learning policies of this country. By qualitatively analyzing 72 interviews to 24 participants, field notes, and the author’s reflective journal, this research investigates the impact of language policies amongst teachers from three different states: Puebla (2017, 2019, 2021), Oaxaca (2018), and Tlaxcala (2020-2021). After comparing the situations of participants, I suggest that nativist, (neo)colonial and neoliberal ideologies—which are prevalent in language policies in Mexico—foster the perpetual delegitimization of language teachers.

Engl6360 Descriptive Linguistics For Teachers, Ramsés Ortín

Open Educational Resources

No abstract provided.

Spanish Heritage Speakers’ Processing Of Lexical Stress, Ramsés Ortín

Writing and Language Studies Faculty Publications and Presentations

This study examines the status of lexical stress in the processing system of heritage speakers of Spanish and whether or not it is influenced by their experience with English. Participants completed an ABX matching task with auditory stimuli differing in the location of stress or in one consonantal sound. Findings reveal that heritage speakers are more accurate in consonant-based trials than in stress-based ones, but only when matching stimuli were non-adjacent, which suggests that their stress-processing strategies pattern more closely with those of native English speakers. Furthermore, dominance and knowledge of Spanish appear to be associated with increased phonological sensibility …

Composing Her Growing Identities As A Mexican American, Xiaodi Zhou

Bilingual and Literacy Studies Faculty Publications and Presentations

This article studies the growing and changing cultural identifications of one early adolescent Mexican American girl as represented by her engagements with literacy. Her writing behaviors in particular manifested a changing cultural identity that reacted to and represented her response to a changing world. Her bilingualism and biculturalism manifested a dialogic innervation of distinct voices and truths, particularly set in the Trump-era United States. Through a theoretical framework of cultural hybridity and bordered identity, this study analyzes the complex linguistic, developmental, and cultural identities of a young Mexican American woman in the rural South.

A Leadership Journey: How Advising Shapes An Institutional Culture, Jacquelyn Jones, Melissa Welker, Jonikka Charlton, Janna Arney

Writing and Language Studies Faculty Publications and Presentations

Although we know advising can be conceptualized as a critical component of an integrated and comprehensive student success strategy on a campus, it is often difficult to implement. This chapter will provide a case study of the development and execution of a leadership initiative at an American Association of State Colleges and Universities (AASCU) institution to transform advising in service of the goals of student equity and success. The University of Texas Rio Grande Valley's advising model grew out of a convergence of a handful of key momentum points including strategic planning processes and the use of emerging data surrounding …

Introducing Global Citizenship In Language Teacher Education Through The Un’S Sustainable Development Goals, Ramsés Ortín

Writing and Language Studies Faculty Publications and Presentations

The present chapter describes a pedagogical intervention administered in an undergraduate ESL teacher training program. The purpose of this pedagogical innovation was to train future language teachers to incorporate Global Citizenship related objectives into their future practice by using the United Nation’s Sustainability Development Goals (SDGs) as reference. Pre-service teachers (N = 10) taking part in this study participated in a three-phase training in which they were first introduced to the topic, then, asked to apply the discussed approach to the design of language learning materials, and finally, they completed a reflection task. The analysis of the last task …

Lesson Plan, 5th Grade, Johana Reséndez

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 6A, 6E

Lesson objective(s): 1. Student will research origin of name. 2. Student write “All about Me” in journal. 3. Student will create a book all their information.

Differentiation strategies to meet diverse learner needs: Students will be able to utilize dictionary, pictures and work in pairs.

(Re) Actualizing Culturally Sustaining Read Aloud Practices: Enriching Latinx Bilingual Learners’ Literacy Development, Isela Almaguer

Bilingual and Literacy Studies Faculty Publications and Presentations

Focusing on culturally sustaining literacy practices, I sought to conceptualize the integration of culturally rich literature as inclusionary practices for the reading and literacy development of Latinx bilingual learners. It is forecasted that by 2036, Latinx students will make up a third of the nation’s 3 to 17 year old learners - our school age population (US Census Bureau, 2010). Recognizing the importance of engaging with culturally sustaining read alouds and the value in learners seeing themselves reflected in the stories allows for increased opportunities for engagement in the literature used in the read alouds. I steadfastly advocate for asset-based …

Lesson Plan, U.S. History, 11th Grade, Bernice Barrón

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): Economic and Social development of a region. 28B Analyzing information by applying absolute and relative chronology through sequencing, categorizing, identifying cause- and effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.

Lesson objective(s): 1.Analyze the factors that let to the economic development of the Lower Rio Grande Valley. 2.Describe the Labor, technology, crops, and demographics that were used to develop agriculture in the region. 3.Describe how the moniker "The Magic Valley," was used to attract investors willing to farm in the Rio Grande Valley. …

Lesson Plan, U.S. History, U.S. Government, 11th Grade And 12th Grade, Arnoldo Mendoza

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 6B: analyze the westward growth of the nation, Manifest Destiny • 6C: explain the causes and effects of the US Mexican War and its impact on the US

Lesson objective(s): 1. Analyze the significance of the Battle of Palo Alto. 2. Examine the reason why did the US Forces use that route to go to Fort Texas. 3. Compare and contrast Mexican artillery and US artillery

Differentiation strategies to meet diverse learner needs: PowerPoint, Maps, Primary Sources, Video, Textbook

Unidad Didáctica, Geografía Universal, Noveno, Ernesto Martínez

Symposium Summer 2021

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 5A: analizar cómo se relaciona el carácter de un lugar con sus elementos políticos, económicos, sociales y culturales. 14C: analizar los factores humanos y físicos que influyen en el control de territorios y recursos, conflictos/guerras y relaciones internacionales de naciones soberanas como los Estados Unidos.

Objetivos de la lección: 1. El alumno describirá la formación histórica de la frontera sur de Texas durante el período de la guerra entre los Estados Unidos y México. El alumno identificará los detalles de la Batalla de Palo Alto que …

Lesson Plan, Ap Human Geography, 9th Grade, Jennifer Torres Olmeda

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): History 1A - Analyze significant physical features and environmental conditions that have influenced the past and migration patterns and have shaped the distribution of cultural groups today. History 2A - describe the human and physical characteristics of the same regions at different periods of time to analyze relationships between past events and current conditions. Geography 6B - explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

Lesson objective(s): 1. TLW connect industrialization in the RGV with the prevalence of Latino culture …

Lesson Plan, Mexican American Studies, U.S. History, 9th-12th Grade, Alberto Guerrero

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 4A,B; 6A; 8A,D; 9A,D

Lesson objective(s): 1. Analyze the impact of the Corrido on border culture and folklore 2. Describe and analyze how the Corrido retells a particular event or course of events and reflects the points of view or bias of its author. 3. Synthesize historical information and personal accounts to create an oral history.

Differentiation strategies to meet diverse learner needs: PowerPoint presentation, Film “The Ballad of Gregorio Cortes”, audio of some Corridos from the border region that deal with border issues like discriminations by parties on both sides of the border, …

Lesson Plan, World History/United States History/Government, 10th, 11th & 12th Grade, Carla Pérez Valdez, San Juana Granado, Graciela Alonso

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): WH: 1D; 7B,F; 8A USH: 3B; 25C GOVT: 11 ECO: 3BC

Lesson objective(s): 1. Students will understand the connection between cultural-social family gatherings to the emergence of the cattle industry as a major big business/industry. 2. Students will examine the impact of cattle ranching from Spanish colonization to rise of American big business. 3. Students will examine the supply and demand of beef within the cattle ranching industry

Lesson Plan, U.S. History, 8th Grade, Rolando Pineda, Ernesto Martínez, Juan C. Vega

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 8.6C-Causes and Effects of the Mexican-American War 8.29A- Primary sources on James K. Polk 8.29C-Maps and timeline of the Annexation of Texas, Mexican-American War, & Mexican Cession 4C demonstrate an understanding of the influence of one language and culture on another

Lesson objective(s): 1. Students will need to understand the causes of the Mexican-American War 2. Students will need to analyze the dispute of the Texas boundary of Rio Grande River versus Mexico's claim of the Nueces River from Treaty of Velasco. 3. Students will be able to identify political boundaries of the United …

Lesson Plan, Social Studies, 2nd Grade And 3rd Grade, Claudia Olivo Mchale, Veronica Mancha, Mary Ruiz

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): History(C) explain how people and events have influenced local community history. (5) Geography. The student uses simple geographic tools such as maps and globes. The student is expected to: (A) interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys; and (B) create maps to show places and routes within the home, school, and community. (6) Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to: (A) identify major landforms …

Lesson Plan, Social Studies, 2nd Grade, Araceli Bolado, Iris San Miguel

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 2.6: Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to: (A) identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes. 2.7: Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (A) describe how weather patterns and seasonal patterns affect activities and settlement patterns (B) describe how natural resources and natural hazards affect activities and settlement …

Lesson Plan, World History, 6th Grade, Josie Herrera

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): HISTORY TEK, WAR & ECONOMY TEK

Lesson Objective(S): 1. TLW Analyze and Explain The Cause And Effect Of Vietnam War. 2. TLW Utilize The Letters of Freddy Gonzalez and Make Inferences of His Two Tours In Vietnam.

Differentiation strategies to meet diverse learner needs: Group or shared paired with extra time.

Lesson Plan, World Geography, 9th Grade, David Quiroz

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 113.43 c 1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to: (A) analyze significant physical features and environmental conditions that have influenced the past and migration patterns and have shaped the distribution of culture groups today; (2) History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to: (A) describe the human and physical characteristics of the same regions at different …

Lesson Plan, Social Studies, 3rd Grade, Lucía Pérez

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 3.1a, 3.3a,3.5a. 3.17a&b&e, 3.18a&c

Lesson objective(s):

1.The students will learn about the events that lead to the Mexican American War. 2.The students will learn about the local battles that took place in the Mexican American War and their result. 3.The students will create a timeline to show the local battles which took place in the Mexican American War.

Differentiation strategies to meet diverse learner needs: Search information about the war. They may also be given the information. Students can be given a timeline they may organize in chronological order. Students may choose to act …

Lesson Plan, World Geography, 9th Grade, Kayla Jaramillo

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills):

W.G. 6 (A) locate and describe human and physical features that influence the size and distribution of settlements. W.G. 6 (B) explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities. W.G. 7 (B) explain how physical geography and push and pull forces, including political, economic, social, and environmental conditions, affect the routes and flows of human migration; W.G. 21(A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and …

Lesson Plan, World Geography, 9th Grade, Ernesto Martínez

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): WG.5(A) analyze how the character of a place is related to its political economic, social and cultural elements WG.14 (C) analyze the human and physical factors that influence control of territories and resources, conflict/war and international relations of sovereign nations such as the United States

Lesson objective(s): 1. TLW will describe the formation of the South Texas Border during the period of the Mexican American War 2. TLW identify the details of the Battle of Palo Alto that led to the formation of the South Texas border region 3. TLW explain the significance of …

Lesson Plan, World History, 6th Grade, Sylvia Rodríguez

Symposium Summer 2021

TEKS (Texas Essential Knowledge and Skills): 2A, 2B, 19B, 21BCD

Lesson objective(s): 1. TLW analyze and explain the cause and effects of the Vietnam War. 2.TLW analyze and explain the letters of Freddy Gonzalez and how he played a part in the Vietnam War.

Differentiation strategies to meet diverse learner needs: The teacher will make individual copy of graphic organizer to each student. The teacher will give extra time to accommodate certain students. The teacher will allow group work and partner work.

Unidad Didáctica, Estudios Mexicoestadounidenses, Historia De Los Estados Unidos, Preparatoria, Alberto Guerrero

Symposium Summer 2021

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 4A,B; 6A; 8A,D; 9A,D

Objetivos de la lección: 1. Analizar el impacto de los corridos en la cultura fronteriza y su folclor. 2. Describir y analizar cómo los corridos relatan un acontecimiento en particular o historia, y cómo ésta refleja las opiniones o inclinaciones del autor. 3. Sintetizar la información histórica y los relatos personales para elaborar un documento de historia oral.

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: Utilizar una presentación de PowerPoint, la película La balada de Gregorio Cortéz, así …

Unidad Didáctica, Historia Universal, Sexto, Sylvia Rodríguez

Symposium Summer 2021

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 2 (a); 2 (b); 19 (b); 21 (b), (c), (d)

Objetivos de la lección: 1. El alumno estudiará y explicará las causas y efectos de la Guerra de Vietnam. 2. El alumno estudiará y explicará las cartas de Freddy González y su papel en la Guerra de Vietnam.

Diferenciación de estrategias para necesidades específicas de un estudiantado diverso: El docente proporcionará una copia individual del organizador gráfico a cada alumno. El docente ofrecerá tiempo adicional. El docente permitirá el trabajo en grupo y en pareja.

Unidad Didáctica, Historia De Los Estados Unidos, Octavo, Rolando Pineda, Ernesto Martínez, Juan C. Vega

Symposium Summer 2021

Competencias y Aptitudes Esenciales del Estado de Texas (TEKS, por sus siglas en inglés): 8.6 c) causas y efectos de la guerra entre los Estados Unidos y México, 8.29 a) fuentes primarias sobre James K. Polk. 8.29 c) mapas y cronogramas de la anexión de Texas, la guerra entre Estados Unidos y México y la cesión mexicana. 4 c) comprensión de la influencia que ejercen los idiomas y culturas sobre otras.

Objetivos de la lección: 1. Los alumnos comprenderán las causas de la guerra entre Estados Unidos y México. 2. Los alumnos analizarán la disputa de la frontera entre Texas …