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Articles 1 - 3 of 3
Full-Text Articles in Education
Understanding The Resources, Barriers, Facilitators And Interests About Aging And Dementia Research Of Community Members From The Rio Grande Valley, Karla Daniela Lopez Lorenzo, Rosa V. Pirela Mavarez, Gabriela Osuna, Kendra Stine, Nahalie Chacon De Alvarez, Noe Garza, Gladys E. Maestre
Understanding The Resources, Barriers, Facilitators And Interests About Aging And Dementia Research Of Community Members From The Rio Grande Valley, Karla Daniela Lopez Lorenzo, Rosa V. Pirela Mavarez, Gabriela Osuna, Kendra Stine, Nahalie Chacon De Alvarez, Noe Garza, Gladys E. Maestre
Research Symposium
Background: One of ten people aged 65 develops Alzheimer’s Disease and it is one of the sixth-leading cause of death in the United States. The Rio Grande Valley (RGV) is mostly constituted by Hispanic/Latinos (93%), a population that has a 1.5X increased risk of AD onset. Nevertheless, there are not enough resources to support people living with dementia and their care partners. This study will leverage research efforts deployed by the RGV Alzheimer’s Disease Resource Center for Minority Aging Research to understand the social representations about the resources, barriers, facilitators, and interests of the RGV community about dementia and Alzheimer’s …
Translanguaging Practices And Perspectives Of Three Bilingual Teachers, Lillian Ramos
Translanguaging Practices And Perspectives Of Three Bilingual Teachers, Lillian Ramos
Theses and Dissertations
This is an ethnographic case study that explores and examines the translanguaging practices of three bilingual teachers in a rural elementary school in deep south Texas.
Translanguaging guides this analysis.
Ideologías Y Políticas De Perpetua Ilegitimidad: El Caso De La Enseñanza De Lenguas En México, David Martínez-Prieto
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.