Challenges facing Latinx Esol students in the Trump era
Stories told through testimonios
Bibliographic Data
| ID | 12763888 |
|---|---|
| Authors | Luis Javier Pentón Herrera (0000-0002-8865-8119, Prince George's County Public Schools, corresponding author), Nicole Obregón (Baltimore County Public Schools) |
| Year | 2018 |
| Volume | 19 |
| Issue | 4 |
| Pages | 383-391 |
| Publication date | 2018-10-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Latinos and Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-771X • E-ISSN: 1534-8431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348431.2018.1523793 |
| OpenAlex | W2896291709 |
| Language | EN |
| Citations received | 5 |
| References cited | 1 |
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
Dream · Immigration · Pedagogy · Political science · Sociology · Value (mathematics · Cultural Studies and Colonialism · Gender Studies · Law · Migration, Racism, and Human Rights · Multilingual Education and Policy · Psychology
| Citations per year | 0.83 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |