Challenges Facing Latinx ESOL Students in the Trump Era: Stories Told through "Testimonios"

Autor/inn/en	Pentón Herrera, Luis Javier; Obregón, Nicole
Titel	Challenges Facing Latinx ESOL Students in the Trump Era: Stories Told through "Testimonios"
Quelle	In: Journal of Latinos and Education, 19 (2020) 4, S.383-391 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pentón Herrera, Luis Javier)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2018.1523793
Schlagwörter	Hispanic American Students; Undocumented Immigrants; English Language Learners; Language Teachers; English (Second Language); Teacher Attitudes; Politics of Education; Ethnic Stereotypes; Presidents; Federal Legislation; Educational Legislation; Student Experience; Elementary Secondary Education; Postsecondary Education + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Illegaler Aufenthalt; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Educational policy; Bildungspolitik; National stereotype; Nationales Stereotyp; President; Präsident; Bundesrecht; Bildungsrecht; Schulgesetz; Studienerfahrung; Post-secondary education; Tertiäre Bildung
Abstract	In this essay, two ESOL teachers reflect on the implications of the DACA program and the DREAM Act for undocumented Latinx ELs, their families, and their communities in the United States. Six "testimonios" from real undocumented ELs are shared with the vision of illustrating the real-life struggles these students and their families are exposed to in the Trump era. The authors' vision is that these "testimonios" will shed light on the realities their students experience and will combat stereotypical beliefs that Latinx ELs/immigrants are uneducated, do not value education, cannot learn English, and have a poor work ethic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01