Language, Literacy, and Sociocultural Studies ETDs

Publication Date

1-29-2009

Abstract

This Narrative Case Study examines the curriculum of the Northwestern Michigan Migrant Program (NMMP), specifically focusing on the programs guidelines, attitudes, and implications of language instruction. Furthermore, this research focuses on the implications of the NMMP's services and curriculum for the migrant community. Through interviews with students, administration (on both the local and federal levels), as well as migrant agricultural laborers, the findings reveal the need for simultaneous heritage language (HL) and English language instruction. Parents, students, and staff emphasized the significance of HL in community maintenance and an individual's relationship to the community, while underscoring the importance of English language development for the student's academic achievement. As such, the migrant community stressed the need to concurrently maintain and develop both languages. However they also suggested the NMMP enlist qualified Latina/o teachers who have a deep connection to the farmworker community and maintain a commitment to student academic success. All participants agreed that poor communication and an undeveloped purpose prohibited the NMMP from truly becoming a successful learning environment.'

Keywords

Children of migrant laborers--Education--Michigan

Document Type

Dissertation

Language

English

Degree Name

Doctor of Philosophy

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Advisor

Trinidad-Galvan, Ruth

First Committee Member (Chair)

Blum-Martinez, Rebecca

Second Committee Member

Lopez, Nancy

Third Committee Member

Cranston-Gingras, Ann

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