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Descriptors:
Immigrants; Latin Americans; Foreign Countries; Multilingualism; Language Variation; English (Second Language); Spanish; Romance Languages; Language Usage; Self Concept; Metropolitan Areas; Secondary School Students; Socialization

Abstract:
Since the end of the last century, more than 10% of students in Catalonia's schools are immigrants, mostly concentrated in areas of Catalonia where the population speaks Castilian in everyday life. Although these newcomers are educated in Catalan, the majority use diverse varieties of Spanish as their language of everyday communication. In the case of students from Latin America, it is possible to observe the emergence of a new repertoire that shares traits of different varieties of Spanish spoken in South America. This article focuses on the hybrid features of this repertoire, its transmission among peers, and also on the way teachers categorize and value it. The research results reveal that students develop multilingual abilities to fulfill practical goals. The data also show that varieties of vernacular Catalan and Spanish are articulated with a new Latino language repertoire in a complex set of resources in which linguistic forms of various origins are mixed. The uses of this hybrid repertoire can be related to key issues such as the speaker's stance regarding school, but also to symbolic aspects of broader processes, such as the re-territorialization of languages and people and the emergence of new processes of identity construction in a multilingual and cosmopolitan city. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Latin Americans; Socialization; Language Planning; Participant Observation; Language Attitudes; Secondary School Students; Interviews; Teacher Role; Correlation; Romance Languages; Immigrants; Academic Aspiration; Spanish Speaking

Abstract:
This study explores the connections between language policy implementation in three Barcelona-area secondary schools and the language attitudes and behaviors of Spanish-speaking Latin American newcomers. Data were collected through interviews and ethnographic participant observation document indexes of different forms of language socialization processes and highlight the role of teachers and of "Reception Classes" (RCs) in which students receive Catalan language support. Different RC models and placements of the RC in the school have effects on those processes and the students' attitudes toward Catalan and schooling. Deficient models result from lack of institutional support and unfavorable conditions of the RC in the school. Positive models result from individual teacher initiative and commitment to move beyond basic language teaching and include broader social and academic objectives for newcomers. We conclude that language policy meeting goals requires consistent commitment at all levels from policy-makers to individual teachers. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Immigrants; Elementary School Students; Minority Group Students; Foreign Countries; Longitudinal Studies; Disadvantaged; Asians; Latin Americans; Cognitive Ability; Mathematics Skills; Academic Ability; Language Aptitude

Abstract:
We consider the relative academic achievement in primary school of second-generation immigrant children in the UK. The education progress of these groups of children is of historical interest and is also relevant to the policy debate today, since ethnic minority students in England continue to have lower levels of achievement in primary school, though they go on to catch up with their white counterparts in secondary school. We use rich data for a cohort born in 1970 and find that children born to South Asian or Afro-Caribbean parents have significantly lower levels of cognitive achievement in both mathematics and language in primary school. Our analysis also reveals that the negative impact from being born to South Asian parents decreases during primary school, while the negative effect from being born to Afro-Caribbean parents remains approximately stable. Hence, our evidence shows that even as long ago as the late 1970s, while most ethnic minority groups had lower academic achievement in primary school, some groups of ethnic minority pupils, namely those from South Asia, were showing signs of "catch-up". (Contains 11 tables, 4 figures, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Evidence; Addictive Behavior; Drug Abuse; Latin Americans; Foreign Countries; Marijuana; Drinking; Correlation; Prevention; Cultural Influences; College Students; Religious Factors; Emotional Disturbances; Risk

Abstract:
Objectives: Research from developed countries shows that child maltreatment increases the risk for substance use and problems. However, little evidence on this relationship is available from developing countries, and recognition of this relationship may have important implications for substance demand reduction strategies, including efforts to prevent and treat substance use and related problems. Latin America and the Caribbean is a rich and diverse region of the world with a large range of social and cultural influences. A working group constituted by the Inter-American Drug Abuse Control Commission and the Center for Addiction and Mental Health in June, 2010 identified research on this relationship as a priority area for a multinational research partnership. Methods: This paper examines the association between self-reported child maltreatment and use in the past 12 months of alcohol and cannabis in 2294 university students in seven participating universities in six participating countries: Colombia, El Salvador, Jamaica, Nicaragua, Panama and Uruguay. The research also considers the possible impact of religiosity and minimal psychological distress as factors contributing to resiliency in these samples. Results: The results showed that experience of maltreatment was associated with increased use of alcohol and cannabis. However, the effects differed depending on the type of maltreatment experienced. Higher levels of religiosity were consistently associated with lower levels of alcohol and cannabis use, but we found no evidence of an impact of minimal psychological distress on these measures. Conclusions: This preliminary study shows that the experience of maltreatment may increase the risk of alcohol and cannabis use among university students in Latin American and Caribbean countries, but that higher levels of religiosity may reduce that risk. More work to determine the nature and significance of these relationships is needed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interdisciplinary Approach; Geriatrics; Foreign Countries; Educational Gerontology; Educational Strategies; Teamwork; Institutional Characteristics; Group Dynamics; Older Adults; Caseworker Approach; Latin Americans; Health Services; Fundamental Concepts; Change Strategies

Abstract:
The underlying rationale to support interdisciplinary collaboration in geriatrics and gerontology is based on the complexity of elderly care. The most important characteristic about interdisciplinary health care teams for older people in Latin America is their subjective-basis framework. In other regions, teams are organized according to a theoretical knowledge basis with well-justified priorities, functions, and long-term goals, in Latin America teams are arranged according to subjective interests on solving their problems. Three distinct approaches of interdisciplinary collaboration in gerontology are proposed. The first approach is grounded in the scientific rationalism of European origin. Denominated "logical-rational approach," its core is to identify the significance of knowledge. The second approach is grounded in pragmatism and is more associated with a North American tradition. The core of this approach consists in enhancing the skills and competences of each participant; denominated "logical-instrumental approach." The third approach denominated "logical-subjective approach" has a Latin America origin. Its core consists in taking into account the internal and emotional dimensions of the team. These conceptual frameworks based in geographical contexts will permit establishing the differences and shared characteristics of interdisciplinary collaboration in geriatrics and gerontology to look for operational answers to solve the "complex problems" of older adults. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Advocacy; Foreign Countries; Medical Services; Caregivers; Mental Retardation; Child Development; Community Services; Family Programs; Cultural Influences; Hispanic Americans; Social Services; Latin Americans; Beliefs; Immigrants; Family Involvement; Barriers; Self Efficacy; Limited English Speaking; Access to Health Care

Abstract:
Community services and supports for children with intellectual disabilities (ID) can ameliorate the negative effects of caregiving and enhance child outcomes. For example, in Central and South America, many children with disabilities are institutionalized with inadequate sanitation and medical care. In the United States, certain demographic factors (e.g., poverty, limited access to healthcare, language barriers, and immigrant status) contribute to the underdiagnosis and poor-quality treatment of Latino families and their children with ID, thus limiting their access to effective community and family supports. This paper utilizes a cultural lens to target advocacy as a mechanism for improving access to local community services and social supports for children with ID. The author examines specific cultural beliefs regarding family support and child development among Latino families, and provides policy recommendations derived from these cultural beliefs that aim to enhance advocacy efforts among Latino caregivers. The author notes that effective advocacy, at the family and at the policy level, can be a useful tool to access crucial community and social supports that enhance child and family outcomes. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Sanitation; Heads of Households; Income; Urban Areas; Poverty; Attendance; Attendance Patterns; Children; Latin Americans; Rural Areas; Educational Attainment; Family Characteristics; Water; Housing; Developing Nations; Social Indicators; Measurement; Sociometric Techniques; Socioeconomic Influences; Living Standards; Research Methodology; Comparative Analysis; Statistical Analysis; Predictor Variables; Cross Cultural Studies

Abstract:
This paper studies multidimensional poverty for Argentina, Brazil, Chile, El Salvador, Mexico and Uruguay for the period 1992-2006. The approach overcomes the limitations of the two traditional methods of poverty analysis in Latin America (income-based and unmet basic needs) by combining income with five other dimensions: school attendance for children, education of the household head, sanitation, water and shelter. The results allow a fuller understanding of the evolution of poverty in the selected countries. Over the study period, El Salvador, Brazil, Mexico and Chile experienced significant reductions in multidimensional poverty. In contrast, in urban Uruguay there was a small reduction in multidimensional poverty, while in urban Argentina the estimates did not change significantly. El Salvador, Brazil and Mexico, and rural areas of Chile display significantly higher and more simultaneous deprivations than urban areas of Argentina, Chile and Uruguay. In all countries, deprivation in access to proper sanitation and education of the household head are the highest contributors to overall multidimensional poverty. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Developed Nations; Latin Americans; Social Systems; Foreign Countries; Asians; Educational Objectives; Criticism; Public Policy; Technical Education; Higher Education; Financial Support; Political Influences; Ethnography; Student Attitudes; Educational Practices; Teaching Methods; Ideology; Outcomes of Education; Political Attitudes

Abstract:
During the Cold War over half a million Asians, Africans and Latin Americans studied and graduated in the Soviet Union's universities and technical schools as part of this country's educational aid policies. Cuba was an intermediary player in the Cold War geopolitical contest between the United States and the Soviet Union, fuelled by the imposition of the US embargo on Cuba in 1961 and its subsequent alignment with the socialist bloc. Cuba was a recipient of educational aid from 1961 until 1990. Current studies about Soviet educational aid to less-developed countries generally, and the Cuban case in particular, are mainly based on the analysis of state policies and intercountry agreements. There is a lack of personal student recollections among this research. In this paper, the author uses an autoethnographic approach to reflect on her schooling in Cuba and university studies in 1980s socialist Uzbekistan. The reflections and analysis focus on three themes: universal access to education, comprehensive or integral education, and socialist political formation through education. The article critiques the rhetoric and practice of socialist education in these contexts, and shows how traditional pedagogy both supported and undermined official and broader educational objectives. It argues that the main aims of Soviet and Cuban educational programmes to train the new socialist technical elite for the Third World achieved mixed results, producing well-educated graduates with uneven ideological outcomes. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Immigrants; Latin Americans; Foreign Countries; Incidence; Family Violence; Spanish Culture; At Risk Persons; Cultural Differences; Adults; Adolescents; Comparative Analysis; Social Discrimination; Violence; Questionnaires; Educational Attainment; Marital Status; Age Differences; Employment Level; Family Income

Abstract:
Immigrants constitute a population vulnerable to the problem of violence. This study sought to ascertain the prevalence of violence reported by the immigrant population in the Murcian Region of Spain and characterize the related factors, taking the country population as reference. A cross-sectional study was carried out based on a representative population sample of Latin American (n = 672; 48% women), Moroccan (n = 361; 25% women), and Spanish origin (n = 1,303; 66% women), aged 16 to 64 years. Using a specific questionnaire, the prevalence of violence in the preceding year was assessed. The results were compared with the Spaniards using the 2006 National Health Survey (NHS). Multivariate logistic regression models were used to study the factors associated with violence having been reported in each group, both separately and in immigrants versus Spaniards. Finally, the cause and place of last aggression were studied. The prevalence of violence was 6.5% in Latin Americans, 12.0% in Moroccans, and 2.7% in Spaniards. Discrimination was the principal violence-related factor in all three groups. Among Latin Americans, low educational level was also associated with violence. Among Moroccans, those who had perceived discrimination showed the greatest differences in prevalence of violence compared with natives. Intimate partner violence (IPV) registered a prevalence of below 2%. As a conclusion, in this study, violence was little reported and higher among immigrants. The principal violence-related factor was discrimination. More studies of this type are called for to characterize the problem in other population-representative samples. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mexican Americans; Latin Americans; Hispanic Americans; Vocabulary Development; Infants; Language Enrichment; Mothers; Literacy; Parent Child Relationship; English; Spanish; Interviews; Longitudinal Studies

Abstract:
We longitudinally investigated parental language context and infants' language experiences in relation to Dominican American and Mexican American infants' vocabularies. Mothers provided information on parental language context, comprising measures of parents' language background (i.e., childhood language) and current language use during interviews at infants' birth. Infants' language experiences were measured at ages 14 months and 2 years through mothers' reports of mothers' and fathers' engagement in English and Spanish literacy activities with infants and mothers' English and Spanish utterances during videotaped mother-infant interactions. Infants' vocabulary development at 14 months and 2 years was examined using standardized vocabulary checklists in English and Spanish. Both parental language context and infants' language experiences predicted infants' vocabularies in each language at both ages. Furthermore, language experiences mediated associations between parental language context and infants' vocabularies. However, the specific mediation mechanisms varied by language. (Contains 4 tables, 6 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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