Moving Marginalized Students inside the Lines: Cultural Differences in Classrooms

Discusses what the author has learned in her job at an elementary school in Northeast Mississippi as liaison between English-speaking school personnel and Spanish-speaking students and parents, most of whom are recent immigrants from Mexico. Discusses what the author learned, through extensive talki...

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Bibliographic Details
Published inEnglish journal Vol. 90; no. 4; pp. 44 - 50
Main Author Quinn, Angela Elder
Format Journal Article
LanguageEnglish
Published Urbana National Council of Teachers of English 01.03.2001
EditionHigh school edition
Subjects
Access to Education
Bilingual schools
Bilingual students
Children
Childrens literature
Cisneros, Sandra
Classroom communication
Communities
Cultural Awareness
Cultural Differences
Cultural instruction
Educational activities
Educational Practices
Elementary Secondary Education
Family School Relationship
Hispanic Americans
Hispanics
Immigrants
Language teachers
Mexican Americans
Mississippi
Multicultural Education
Multiculturalism & pluralism
Parents
Pedagogy
Preservice Teacher Education
Preservice Teachers
Rural Schools
Spanish Speaking
Student School Relationship
Student teachers
Teacher Attitudes
Teacher Certification
Teacher education
Teacher Student Relationship
Teachers
Mississippi
New York
Mexico
United States > US
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Summary:Discusses what the author has learned in her job at an elementary school in Northeast Mississippi as liaison between English-speaking school personnel and Spanish-speaking students and parents, most of whom are recent immigrants from Mexico. Discusses what the author learned, through extensive talking and questioning of students and parents, about how cultural differences affect classroom activities and interaction. (SR)
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Commentary-1
content type line 14
ISSN:0013-8274
2161-8895
DOI:10.2307/821901