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final roseberry sphp 143 > Chp 5 Hispanic > Flashcards

Chp 5 Hispanic Flashcards

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
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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
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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).
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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
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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
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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
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7
Q

Despite social and economic disadvantages, Hispanics demonstrate

A
  • Low welfare utilization
  • High labor force participation
  • Strong family values
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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
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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
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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
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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
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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
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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
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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)

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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
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16
Q

Mancilla-Martinez et al. 2016

A

Parent reports are a valid and cost-effective way to monitor these ch’s vocab

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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
Q

Former students

A
  • 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
Q

IMPLICATIONS FOR PROFESSIONALS

A
  • 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
Q

Parents may not

A

relate as well to objective letters, memos, emails
Personal contact better
Esp. true when discussing something emotional like a ch with a disability

28
Q

Encourage parents

A
  • maintain ch Spanish

- Better to hear fluent Spanish than broken English!

29
Q

Wonderful recent research (Caesar & Nelson, 2013; cited in 112 class)

A
  • 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
Q

Pre- and post-testing

A
  • 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
Q

Encourage parents to:

A

TALK TO and READ WITH ch

32
Q

During assessment, remember

A

Hispanic children will often provide functions rather than names of objects

33
Q

LANGUAGE AND ARTICULATION

A
  • 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
Q

ASSESSMENT & INTERVENTION

A

Parent interview using the MacArthur (in book) is valid and reliable for trying to determine the presence of a language impairment (LI)

35
Q

Research—good tests for LI

A
  • 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
Q

Ebert, 2016 ASHA:

A
  • 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
Q

Ebert, 2016 ASHA (pt 2)

A
  • 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
Q

Journal of Community Medicine and Health Education:

A

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
Q

In therapy

A

Encourage verbalization

Especially encourage naming and description tasks

Incorporate literacy!!

40
Q

Mendez, Crais, Castro, & Kainz (2015). A culturally and linguistically responsive vocabulary approach for young Latino dual language learners

A
  • 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
Q

Mendez et al. 2015 found

A
  • 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

final roseberry sphp 143 (5 decks)

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