The Latina/o Midwest Reader

This anthology challenges the notion that Latinas/os are newcomers to the Midwest by emphasizing that Latinas/os have resided in the region for over a century, and have contributed to the social, cultural, and economic dimensions of rural and urban Midwestern communities. Its eighteen interdisciplinary chapters and introduction essays explore issues of history, education, literature, art, and politics defining today’s Latina/o Midwest. Some contributors delve into the Latina/o revitalization of rural areas, where communities have launched bold experiments in dual-language immersion education while seeing integrated neighborhoods, churches, and sports teams become the norm. Others reveal metro areas as laboratories for emerging Latino subjectivities, places where for some, the term Latina/o itself corresponds to a new type of lived identity as different Latina/o groups interact in shared neighborhoods, schools, and workplace.

2020 ◽  
Vol 12 (21) ◽  
pp. 8910
Author(s):  
Ana Nieto Masot ◽  
Gema Cárdenas Alonso ◽  
Ángela Engelmo Moriche

Currently, the demographic vacuum and poor development suffered by most areas of Spain are some of the most worrying issues from a territorial point of view, which is why this study is necessary. In this paper, the objective is to create a Development Index with which to study the different realities of rural and urban spaces through demographic and socioeconomic variables of the Spanish municipalities. Principal Component Analysis is carried out, with whose results the index has been prepared. This is then explored with a Spatial Autocorrelation Analysis. The results show that most developed Spanish municipalities and most of the population are concentrated in coastal areas and in the main cities of the country. In opposition, there are interior rural areas with less developed municipalities at risk of disappearance due to their increasing ages and levels of depopulation. Thus, in this paper, new variables and methods are used in the study of the social and economic diversity of rural and urban areas, verifying the inequality that still exists between both.


2020 ◽  
Vol 5 (4) ◽  
pp. 248
Author(s):  
Shijie Chen

<p>Due to the focus on solving the issues concerning agriculture, rural areas and peasantry, the 19th National Congress of the Communist Party of China proposed a rural revitalization strategy. In this era, new-type professional farmers came into being. They helped the development of agriculture and accelerated the process of rural revitalization. However, there are still some obvious problems which urgently need to take corresponding improvement measures in the cultivation and development of new-type professional farmers. To solve these problems, it is required to set a premium on basic education in rural areas and promote advanced technology; cultivate correct professional values and improve the social status of farmers; adhere to the training model that combines theory with practice and enrich teaching methods; pay attention to the targeted training of talents at different levels and form reasonable teaching structures; coordinate agricultural development planning and develop regional characteristic agriculture.</p>


2021 ◽  
Vol 8 (01) ◽  
pp. 91-107
Author(s):  
Dian Novita ◽  
Kenty Martiastuti

Abstrak Penelitian ini bertujuan untuk mengidentifikasi fenomena nomophobia pada anak usia dini di wilayah perdesaan dan perkotaan, menganalisis perbedaan perilaku nomophobia dan perilaku sosial antara kedua wilayah, serta menganalisis hubungan perilaku nomophobia terhadap perilaku sosial. Penelitian ini dilakukan di dua wilayah yaitu di Kabupaten Kuningan (representatif wilayah perdesaan) dan Kota Depok (representatif wilayah perkotaan) dengan responden masing-masing sebanyak 50 orang, sehingga total responden adalah 100 orang. Data yang dikumpulkan dari penelitian ini adalah perilaku nomophobia yang menggunakan instrumen NMP-Q (Yildirim,2015) dan perilaku sosial diukur berdasarkan dimensi yang dikembangkan oleh Hurlock (1978) yang terdiri atas perilaku prososial dan antisosial. Melalui uji independent sample t-test, hasil penelitian menunjukkan tidak ada perbedaan signifikan pada perilaku nomophobia antara wilayah perdesaan dan perkotaan. Skor rata-rata perilaku nomophobia di perdesaan adalah 35,61 sedangkan di perkotaan adalah 35,72 yang termasuk kategori rendah. Perilaku sosial di kedua wilayah sebagian besar menunjukkan kategori tinggi (64%) dan tidak ada perbedaan perilaku sosial secara umum baik di perdesaan maupun perkotaan. Hasil uji korelasi menunjukkan tidak adanya hubungan signifikan antara perilaku nomophobia dan perilaku sosial namun koefisien korelasi negatif yaitu -0,085 menjadi indikasi bahwa semakin tinggi perilaku nomophobia maka akan semakin rendah perilaku sosial anak usia dini. Hal ini perlu mendapat perhatian bersama, mengingat dampak buruk yang dapat ditimbulkan dari adanya fenomena nomophobia terutama pada anak usia dini. Kata Kunci: anak usia dini, nomophobia, perilaku sosial   Nomophobia Phenomenons in Early Childhood based on Regional Typology and       Its Relationship to Prosocial and Antisocial Behaviors Abstract This study aims to identify the phenomenon of nomophobia in early childhood in rural and urban areas, to analyze differences in nomophobic behavior and social behavior between the two regions and to analyze the relationship between nomophobic behavior and social behavior. This research was conducted in two areas, namely Kuningan District (rural area representative) and Depok City (urban area representative) with 50 respondents each, so that the total number of respondents was 100 people. The data collected from this study were nomophobic behavior using the NMP-Q instrument (Yildirim, 2015) and social behavior was measured based on the dimensions developed by Hurlock (1978) which consisted of prosocial and antisocial behavior. Through the independent samples t-test, it was found that the results of the study showed no significant difference in nomophobic behavior between rural and urban areas. The average score of nomophobic behavior in rural areas is 35,61, while in urban areas it is 35,72 which is in the low category. Most of the social behavior in the two regions shows the high category (64%) and there is no difference in social behavior in general, both in rural and urban areas. The results of the correlation test showed that there was no significant relationship between nomophobic behavior and social behavior, but the negative correlation coefficient, namely -0,085, is an indication that the higher the nomophobic behavior, the lower the social behavior of early childhood. This needs mutual attention, considering the bad effects that can be caused by the phenomenon of nomophobia, especially in early childhood. Keywords : early childhood, nomophobia, social behavior


2018 ◽  
Vol 40 (3) ◽  
pp. 420-445 ◽  
Author(s):  
Jennifer L. Steele ◽  
Robert O. Slater ◽  
Jennifer Li ◽  
Gema Zamarro ◽  
Trey Miller ◽  
...  

Using input and outcome data from a randomized study of dual-language immersion programs in an urban district, we examine the mediating relationships of dosage, expenditures, and classroom characteristics to students’ academic performance, and the moderating role of students’ race/ethnicity. Differential costs of immersion were concentrated at the district level and were modest, at about 2% to 4% of per-pupil spending annually. We estimate that an additional US$100 spent per immersion student in a given year was associated with an additional 8% of a standard deviation in language arts performance in English, which was just over one third of the causal point-in-time enrollment effect of 22% of a standard deviation. We find no generalizable evidence of differential effects by race/ethnicity.


2014 ◽  
Vol 2 (2) ◽  
pp. 165-180 ◽  
Author(s):  
Kathryn Lindholm-Leary ◽  
Fred Genesee

This article examines international research on student outcomes in one-way, two-way, and indigenous language immersion education. We review research on first and second language competence and academic achievement in content areas (e.g., math) among both majority and minority language students. We also discuss the relationship between bilingualism and student outcomes and whether more exposure to the first or second language is associated with better outcomes. In addition, we highlight student background, methodological, and assessment issues and concerns, and suggest additional avenues of research on student outcomes


2016 ◽  
Vol 3 (2) ◽  
pp. 388
Author(s):  
PhD T. J. Ó Ceallaigh

While research on language immersion education has highlighted a multitude of benefits such as<br />cognitive skills, academic achievement and language and literacy development, some studies have also<br />identified challenges to its effective implementation, particularly as they relate to language acquisition.<br />It has been suggested that the less than optimal levels of students’ immersion language “persist in part<br />because immersion teachers lack systematic approaches for integrating language into their content<br />instruction” (Tedick, Christian, &amp; Fortune, 2011, p. 7). Students’ interlanguage has aspects that are<br />borrowed, transferred and generalised from the mother tongue and differs from both the immersion<br />language and the mother tongue. After a period of sustained development, interlanguage appears to<br />stabilise and certain non-target like features tend to fossilise. Research has long suggested that<br />effective immersion pedagogy needs to counterbalance both form-oriented and meaning-oriented<br />approaches. This paper reviews the literature in relation to the linguistic deficiencies in immersion<br />students’ L2 proficiency and form-focused instruction is examined as a viable solution to this<br />pedagogic puzzle. Key instructional elements of form-focused instruction are unpacked and some<br />pedagogical possibilities are considered in an attempt to identify and discuss strategies that will enable<br />immersion learners to refine their grammatical and lexical systems as they proceed.


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