Chp 5 Hispanic Flashcards
(41 cards)
1
Q
General background information
A
- many hispanics like to be labeled according to their country of origin
- “latino” may be preferred term
- religion: catholicism- plays an important role
2
Q
in terms of growth
A
- Hispanics make up 17% of the overall U.S. population
- From the years 2000-2013, Hispanics accounted for MORE THAN HALF the population growth in the U.S.
- Nearly 2/3 are from MEXICO
3
Q
Recent statistics
A
- Important phenomenon in 21st century dramatic Hispanic increase in “nontraditional” states
- E.g., Wyoming (oil rigs), Iowa and Kansas (meatpacking plants).
4
Q
In California in 2013
A
- For the first time, there were an equal number of Hispanics and non-Hispanic Whites
- Spanish is the new English
5
Q
When I presented a workshop in Iowa
A
- States like Iowa have many migrant Hispanic families
- They work at meat-packing plants as well as hog and turkey buildings
- Attendance of children at school is an issue due to migrancy and frequent trips back to Mexico
6
Q
We should be aware that
A
- Hispanics are descendants of NATIVE AMERICANS who settles in Americas long before Spanish conquest
- Each Hispanic country has its own holidays
7
Q
Despite social and economic disadvantages, Hispanics demonstrate
A
- Low welfare utilization
- High labor force participation
- Strong family values
8
Q
HISPANIC EDUCATION
A
- Education is very important to families; they hold teachers in high regard
- If we ask families to participate (e.g., in homework) they may be offended—that is your job—you are the teacher
9
Q
In some Hispanic countries
A
- Education is not mandatory past a certain point (e.g., 8th grade)
- Education may not be encouraged, especially for females
- $$$ is saved, not spent on education and material things
- You have to buy your uniforms and books OUT OF POCKET— PEOPLE can’t afford it
10
Q
In the U.S., statistically, Hispanic students
A
- frequently, read below “proficiency” level
- Often DROP OUT – estimated that 42% of Hispanic high school students wont graduate on time a diploma
- Increase incarceration may result
11
Q
Statistics show that
A
- Hispanic ch enrolled LESS IN PRESCHOOL than other groups
- We can encourage preschool enrollmmomsent
- Offer MOMS to stick around and VOLUNTEER
12
Q
Jackson, Schatschneider, & Leacox, 2014 (January issue of Language, Speech, and Hearing Services in Schools):**
A
- Studied growth of vocabulary skills in young Spanish-English children in MIGRANT FAMILIES
- Concern: 50% of Latino 4TH GRADERS SCORE at or BELOW BASIC LEVEL in reading achievement
13
Q
Jackson et al. 2014 continued
A
- Children from migrant families experience risk factors
- 75% of Mexican migrants MOTHERS HAVE less than a HIGH SCHOOL education
- 70% are below the poverty line
14
Q
Jackson et al. 2014:
A
-Mexican migrant ch had the LEAST NUMBER OF BOOKS IN THE HOME and were read to less frequently (compared to African am and white ch)
15
Q
Mancilla-Martinez, J., Gamez, P., Vagh, S.B., & Lesaux, N.K. (2016). Parent reports of young Spanish-English bilingual children’s productive vocabulary: A development and validation study. Language, Speech, and Hearing Services in Schools, 47, 1-15.
A
- Hispanic ch 0-5 years old – largest and fastest-growing segment of U.S. population
- Most are low- SES
- Nearly 40% of ch in Head Start are Hispanic
16
Q
Mancilla-Martinez et al. 2016
A
Parent reports are a valid and cost-effective way to monitor these ch’s vocab
17
Q
CONTRASTING BELIEFS, VALUES, AND PRACTICE (hispanic culture)
A
- Collective orientation
- Interdependence
- Cooperation
- Saving face
- Relaxed w/ time
- emphasis on interpersonal relations
- Patriarchal families
- Relaxed with child devt.
- Overt respect for elderly
- Extended families
18
Q
CONTRASTING BELIEFS, VALUES, AND PRACTICE (mainstream culture)
A
- individual orientation
- independence
- competition
- being direct
- punctuality
- emphasis on task orientation
- Democratic families
- Child independence
- less value on elderly
- nuclear families
19
Q
Elizabeth Delgado-Carillo, former student:**
A
- At 4, still on bottle—normal
- In her house, 10-12 people (uncles, their wives, cousins)
- Dad has last say; makes the big choices
- Mom PG at 15, had E. at 16
- E. is first in family to attend college
20
Q
Maria Ramirez, former student
A
- Dad didn’t want mom to learn English– ↑ power. But now he likes the $$
- Some men want women to cook, clean, and take care of the kids
- She has been called a “beaner”
- Girls–virgins when they get married; out-of-wedlock PG taboo
21
Q
Janet Rangel, 2016
A
- Raised by undocumented parents
- Worked in the fields herself as a child – 100+ degrees
- Dad has a 6th grade education
- Had to interpret for her parents a lot
22
Q
HEALTH CARE AND BELIEFS REGARDING DISABILITIES
A
- Poverty a major issue—lack of health insurance—”WORKING POOR”
- May be resistance to institutionalization; family should care for those with disabilities
- Visible disability attributed to external causes such as witchcraft, evil (esp. among older, more rural Hispanics; prevalent to this day in Mexico)
- May be difficult to accept “INVISIBLE” conditions
23
Q
Other health considerations
A
- Hispanics increase 2x as likely as some other groups to live in areas with HIGH LEAD EXPOSURE
- Hispanics– 82% of FARM WORKER WORKFORCE; highest group affected by PESTICIDE POISONING
24
Q
Former students Lorena Velasco and Elizabeth Delgado-Carillo
A
- Weight management, lack of physical activity are problems
- Due to poor nutrition, lack of exercise
- Physical activities for women not encouraged; may be viewed as abnormal by community
25
Former students
- Families may go back to Mexico to see their own personal curandero (holistic healer) for health issues
- Medical procedures and supplies like antibiotics much cheaper in Mexico
- Many Mexicans in the U.S. think doctors in Mexico are better than American doctors (probably language barrier is a part of that)
26
IMPLICATIONS FOR PROFESSIONALS
- In meetings, address the husband first
- Remember that many Hispanic mothers believe that SCHOOLING IS THE “TEACHER’S JOB;” these moms don’t always label things for children or talk directly with them—encourage parents to do LANGUAGE STIMULATION ACTIVITIES with their children (including READING)
- Remember that parents are not “uninvolved;” they just respect the school system. Encourage involvement!
27
Parents may not
relate as well to objective letters, memos, emails
Personal contact better
Esp. true when discussing something emotional like a ch with a disability
28
Encourage parents
- maintain ch Spanish
| - Better to hear fluent Spanish than broken English!
29
Wonderful recent research (Caesar & Nelson, 2013; cited in 112 class)
- Migrant Hispanic families—Head Start preschoolers
- Group A: bags, books, PAPER, COLORED PENCILS-BRING HOME
- Group B: Just bags and books—bring home
- Group A asked, on weekend, to JOURNAL in Sp and DRAW about week’s activities, bring back Monday morning
30
Pre- and post-testing
- On measures of pre-literacy Spanish and English skills, Group A did better than Group B.
- Showed: SIMPLE JOURNALING (in SP) and DRAWING PIX worked for low-ses, migrant Hispanic families with limited- no english
31
Encourage parents to:
TALK TO and READ WITH ch
32
During assessment, remember
Hispanic children will often provide functions rather than names of objects
33
LANGUAGE AND ARTICULATION
- Possessives follow the noun (el perro de Juan instead of “Juan’s dog”)
- Adjectives generally come after the noun (casa grande instead of “big house”)
34
ASSESSMENT & INTERVENTION
Parent interview using the MacArthur (in book) is valid and reliable for trying to determine the presence of a language impairment (LI)
35
Research—good tests for LI
- Language samples
- Spanish Ages and Stages Questionnaire
- Measures of grammaticality (children especially have difficulty with SPANISH ARTICLES and other structures linked to the VERB system)
36
Ebert, 2016 ASHA:
- Developmental questions related to parent interaction often reflect european-american cultural value
- E.g., engaging in ch- directed play
- Asking ch to perform previously demonstrated skills
37
Ebert, 2016 ASHA (pt 2)
- When we take case histories from parents, be specific in our questions
- Note: “does anyone in your family have a speech-lang problem?”
- Instead: “does an aunt, uncle, sibling, or grandparents have any problems with listening, talking, reading, or writing?”
38
Journal of Community Medicine and Health Education:
Research: low-ses hispanic parents who participated in REACH OUT AND READ – child did better in school in literacy skills
ROR – pediatricians give books, training
39
In therapy
Encourage verbalization
Especially encourage naming and description tasks
Incorporate literacy!!
40
Mendez, Crais, Castro, & Kainz (2015). A culturally and linguistically responsive vocabulary approach for young Latino dual language learners
- Looked at Latino preschoolers learning English
- Group 1: Taught new vocab in English only
- Group 2: Taught new vocab in both Spanish and English
41
Mendez et al. 2015 found
- Ch taught in both Spanish and English has significantly higher scores in both langs than ch taught in English only
- If ch taught in English only, slow rate of English oral lang development
