María G Arreguín-Anderson

Biographic Data

ID	6746865
NAME	María G Arreguín-Anderson
GIVEN NAMES	María G
FAMILY NAME	Arreguín-Anderson
SIGNATURE	ARREGUÍN-ANDERSON M G
AFFILIATIONS	The University of Texas at San Antonio
ORCID	0000-0002-5360-7004
VERIFIED	Yes
TOTAL WORKS	7
TOTAL CITATIONS	13
WORKS AS AUTHOR	7
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	2013
LATEST PUBLICATION YEAR	2022
H-INDEX	2

Mexican-American preschoolers as co-creators of zones of proximal development during retellings of culturally relevant stories
Open AccessSocorro García-Alvarado, María G Arreguín-Anderson et al.ARTICLEJournal of Early Childhood Literacy2022
This study explores communication and retelling skills that are revealed after Mexican-American preschoolers engaged in culturally sensitive read alouds. Participants, highlighted in this article, included two four-year-old preschool children in a Spanish/English dual language classroom. The children selected culturally relevant texts and engaged in story retellings with their respective parent. The findings indicate that children co-constructed …
Translingual Play that Promotes Cultural Connections, Invention, and Regulation
María G Arreguín-Anderson, Irasema Salinas-Gonzalez et al.ARTICLEInternational Multilingual…2018
Using Latino critical race theory as a lens, this qualitative study explored ways in which young children's translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. The authors identified aspects of language development that were evident as children engaged in free play. The findings indicated that bilingual children fro…
From Aversion to Affinity in a Preschooler's Relationships with Nature
Open AccessDeepti Kharod, María G Arreguín-AndersonARTICLEEcopsychology2018
This study explored a preschooler's engagement with nature and whether her interactions with mediators at her nature preschool supported changes in her connection with nature. This paper presents one case from a multiple case study about preschoolers' caring relationships at a nature preschool in Texas. Our effort was to prioritize the child's voice to contribute to the body of research and to inform practice that involves and affects young child…
Translanguaging
Esther Garza, María G Arreguín-AndersonARTICLEBilingual Research Journal2018Cited by: 9References: 7
Achievement in the content area of science in the United States shows significant gaps in comparison to other developed countries (Hutchison, 2006; Lee et al., 2008). The United States ranks 21st i
Adivinanzas and Dichos
María G Arreguín-Anderson, José Agustín Ruiz-EscalanteARTICLEJournal of Latinos and Education2017References: 7
Culturally relevant science pedagogy is seldom discussed in terms of infusion of literary resources, such as adivinanzas and dichos in the design of instruction. In this study, the authors narrate how a science methods course was infused with the use of culturally responsive tools to purposefully connect to the elementary science curriculum. Results indicate that prospective Latino teachers found multiple opportunities to address specific science…
Una Perspectiva Crítica Racial de la Opresión Lingüística Desde el Lente de Voces Chicanas
María G Arreguín-Anderson, José Agustín Ruiz-EscalanteARTICLEJournal of Latinos and Education2013Cited by: 3References: 8
En este artículo los autores recurren a voces de personajes chicanos para analizar y discutir la opresión lingüística del méxico americano durante las décadas de 1920 a 1960. Utilizando la teoría racial crítica y la teoría latina del racismo (CRT y LatCrit por sus siglas en inglés) los autores hacen referencia específica a pasajes, documentos históricos y piezas de la literatura para argumentar que cuestiones de poder y racismo han impactado la r…
La opresión lingüística y la desconexión hogar/escuela en la literatura chicana
José Agustín Ruiz-Escalante, María G Arreguín-AndersonARTICLEBilingual Research Journal2013Cited by: 1References: 8
En este artículo los autores describen la opresión lingüística a la que se sometió a los estudiantes chicanos desde 1918. Por medio de pasajes y relatos, los autores ilustran el impacto negativo que la pérdida del español tuvo en el estado anímico y en los logros académicos de los estudiantes chicanos durante el Siglo XX. Usando como base la literatura chicana, se describe el sentimiento de los estudiantes quienes fueron forzados a no usar su len…

Una Perspectiva Crítica Racial de la Opresión Lingüística Desde el Lente de Voces Chicanas
María G Arreguín-Anderson, José Agustín Ruiz-EscalanteARTICLEJournal of Latinos and Education2013Cited by: 3References: 8
En este artículo los autores recurren a voces de personajes chicanos para analizar y discutir la opresión lingüística del méxico americano durante las décadas de 1920 a 1960. Utilizando la teoría racial crítica y la teoría latina del racismo (CRT y LatCrit por sus siglas en inglés) los autores hacen referencia específica a pasajes, documentos históricos y piezas de la literatura para argumentar que cuestiones de poder y racismo han impactado la r…
La opresión lingüística y la desconexión hogar/escuela en la literatura chicana
José Agustín Ruiz-Escalante, María G Arreguín-AndersonARTICLEBilingual Research Journal2013Cited by: 1References: 8
En este artículo los autores describen la opresión lingüística a la que se sometió a los estudiantes chicanos desde 1918. Por medio de pasajes y relatos, los autores ilustran el impacto negativo que la pérdida del español tuvo en el estado anímico y en los logros académicos de los estudiantes chicanos durante el Siglo XX. Usando como base la literatura chicana, se describe el sentimiento de los estudiantes quienes fueron forzados a no usar su len…
Adivinanzas and Dichos
María G Arreguín-Anderson, José Agustín Ruiz-EscalanteARTICLEJournal of Latinos and Education2017References: 7
Culturally relevant science pedagogy is seldom discussed in terms of infusion of literary resources, such as adivinanzas and dichos in the design of instruction. In this study, the authors narrate how a science methods course was infused with the use of culturally responsive tools to purposefully connect to the elementary science curriculum. Results indicate that prospective Latino teachers found multiple opportunities to address specific science…
Translingual Play that Promotes Cultural Connections, Invention, and Regulation
María G Arreguín-Anderson, Irasema Salinas-Gonzalez et al.ARTICLEInternational Multilingual…2018
Using Latino critical race theory as a lens, this qualitative study explored ways in which young children's translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. The authors identified aspects of language development that were evident as children engaged in free play. The findings indicated that bilingual children fro…
From Aversion to Affinity in a Preschooler's Relationships with Nature
Open AccessDeepti Kharod, María G Arreguín-AndersonARTICLEEcopsychology2018
This study explored a preschooler's engagement with nature and whether her interactions with mediators at her nature preschool supported changes in her connection with nature. This paper presents one case from a multiple case study about preschoolers' caring relationships at a nature preschool in Texas. Our effort was to prioritize the child's voice to contribute to the body of research and to inform practice that involves and affects young child…
Translanguaging
Esther Garza, María G Arreguín-AndersonARTICLEBilingual Research Journal2018Cited by: 9References: 7
Achievement in the content area of science in the United States shows significant gaps in comparison to other developed countries (Hutchison, 2006; Lee et al., 2008). The United States ranks 21st i
Mexican-American preschoolers as co-creators of zones of proximal development during retellings of culturally relevant stories
Open AccessSocorro García-Alvarado, María G Arreguín-Anderson et al.ARTICLEJournal of Early Childhood Literacy2022
This study explores communication and retelling skills that are revealed after Mexican-American preschoolers engaged in culturally sensitive read alouds. Participants, highlighted in this article, included two four-year-old preschool children in a Spanish/English dual language classroom. The children selected culturally relevant texts and engaged in story retellings with their respective parent. The findings indicate that children co-constructed …