Spankings At the Spanish School: The First Day


Book Description

Lisa, a 35 year-old American woman, has quit her job to travel the world. She finds herself in Central America, and decides improve her woeful Spanish. A month spent at a Spanish language school fails to help, as she ignores class assignments and fails to study. The frustrated teacher suggests she try a more rigorous school run by a good friend of his. Laura agrees, but fails to make any effort to find out what makes this school so different. "Introductions followed. Ash was 24 and from Perth. Gwen was 23 and from Swansea and taking a gap year before starting work as a veterinarian. Dana was 32 and from Tulsa and, like Lisa, had no long-term plans. Lisa was 35 and from Chicago, but she’d known that already. Gwen was coming into her second month at the school, and Dana her third. Lisa was surprised they were spending so much time there. “Doesn’t it get dull?” she asked. Dana laughed. “Oh, it’s never dull. The curriculum is really good, and it builds over time. I learned so much more in the second month than I did the first. And that pool is so hard to leave.” “She’s going to be a prefect this month as well,” Gwen said. “All that power is going right to her head.” “I might be a prefect, but they haven’t announced who got picked yet,” Dana said. She sounded confident though. “And Gwennie might be a big sister. If so, she’ll move into her own hut.” “What does a big sister do?” Lisa asked. “Oh, you just help people get settled in, make sure everyone follows the rules, that kind of thing,” Dana said. “There was a whole section about it in the handbook.” Lisa had received the handbook, but it had been in a word document, and hadn’t loaded well on her phone. “PDFs, what a concept,” she’d thought at the time. “Maybe I skipped that part,” she admitted. Dana and Gwen exchanged looks, meaningful ones. “Not a great idea,” Dana said. “They test you on it from time to time. I’d give it a good read over the weekend, just to catch up.” Lisa promised she would, not meaning a word of it. She’d figure it out as she went along. She noticed Ash looking at her pensively. Maybe a quick skim would be a good idea after all. She decided to change the subject. “Not to pry, but what kind of problems are you having, Gwen? Anything we could help with?” Lisa was expecting boy problems, or homesickness. “Poor Gwennie had a little trouble paying attention in class this week,” Dana explained. “A lot of trouble,” Gwen said. She looked nervous. Dana’s look was harder to read. It contained some sympathy but also something else. Lisa looked over at Ash, who looked enthralled, and who had crossed her legs at her ankles. “How bad was it?” Ash asked. “She has to go to see Senora Palacios after dinner,” Dana explained. “I’m going to get the stick, I know it,” Gwen said, sounding miserable. Lisa wasn’t sure about that one word. It might have been stick. But maybe sack? Would they kick her out for a little inattentiveness? Dana seemed to know what she meant though. She took a seat next to the younger woman on her bunk bed and put her arm around her. Dana was short, barely over five feet, and Gwen was Lisa’s height or taller, so five eight or five nine. Dana pulled the taller woman over, until Gwen’s head was resting on her shoulder. “I hope you don’t,” she said. “You might not. But you’ll survive if you do.” Lisa looked over at Ash, to see if things were clearer for her. For Lisa, they were clear as mud. Ash seemed to understand though. She looked… well, less horny, for want of a better word. More anxious. “Does the stick mean the cane?” she asked. “Bent over the desk, six strokes on your bare booty,” Dana said with a shudder. “It is really, really painful. But it’s also pretty rare. And the paddle isn’t that much better.” Lisa’s immediate priority was to keep anyone from noticing how shocked she was. Dana and Gwen seemed busy, but Ash shot her a little smirk."




Encyclopedia of Bilingual Education


Book Description

The book is arranged alphabetically from Academic English to Zelasko, Nancy.




Teaching Gloria E. Anzaldúa


Book Description

Gloria Evangelina Anzaldúa—theorist, Chicana, feminist—famously called on scholars to do work that matters. This pronouncement was a rallying call, inspiring scholars across disciplines to become scholar-activists and to channel their intellectual energy and labor toward the betterment of society. Scholars and activists alike have encountered and expanded on these pathbreaking theories and concepts first introduced by Anzaldúa in Borderlands/La frontera and other texts. Teaching Gloria E. Anzaldúa is a pragmatic and inspiring offering of how to apply Anzaldúa’s ideas to the classroom and in the community rather than simply discussing them as theory. The book gathers nineteen essays by scholars, activists, teachers, and professors who share how their first-hand use of Anzaldúa’s theories in their classrooms and community environments. The collection is divided into three main parts, according to the ways the text has been used: “Curriculum Design,” “Pedagogy and Praxis,” and “Decolonizing Pedagogies.” As a pedagogical text, Teaching Gloria E. Anzaldúa also offers practical advice in the form of lesson plans, activities, and other suggested resources for the classroom. This volume offers practical and inspiring ways to deploy Anzaldúa’s transformative theories with real and meaningful action. Contributors Carolina E. Alonso Cordelia Barrera Christina Bleyer Altheria Caldera Norma E. Cantú Margaret Cantú-Sánchez Freyca Calderon-Berumen Stephanie Cariaga Dylan Marie Colvin Candace de León-Zepeda Miryam Espinosa-Dulanto Alma Itzé Flores Christine Garcia Patricia M. García Patricia Pedroza González María del Socorro Gutiérrez-Magallanes Leandra H. Hernández Nina Hoechtl Rían Lozano Socorro Morales Anthony Nuño Karla O’Donald Christina Puntasecca Dagoberto Eli Ramirez José L. Saldívar Tanya J. Gaxiola Serrano Verónica Solís Alexander V. Stehn Carlos A. Tarin Sarah De Los Santos Upton Carla Wilson Kelli Zaytoun




Language Ideologies


Book Description

Addresses the complex & divisive issues at the heart of the debate over language diversity & the English Only movement in U.S. education. Offers a range of perspectives that teachers & literacy advocates can use to inform practice as well as policy.







Águila


Book Description

In Águila: The Vision, Life, Death, and Rebirth of a Two-Spirit Shaman in the Ozark Mountains, María Cristina Moroles traces the path of her extraordinary life from the streets of Dallas to the wilderness of the Arkansas Ozarks, where she has resided for fifty years. Hailing from a large Indigenous and Mexican American family in Texas, Moroles apprentices herself to healers and shamans across the Americas as she follows the spiritual vision that leads her to establish a mountaintop sanctuary for women and children of color in a notoriously insular location in the Ozark Mountains. This is a survivor’s tale, and a back-to-the-lander’s tale, unlike any other. From early traumas to countercultural rebellion and profound spiritual awakening, Moroles recounts milestones that earn her the ceremonial names SunHawk and Águila, as she builds a sustainable community off the grid, atop a mountain otherwise uninhabited by human life. Águila tells the truth of one woman’s search for freedom and all women’s quest for dignity as it celebrates the healing powers of nature.




Colored Men and Hombres Aquí


Book Description

This collection of ten essays commemorates the 50th anniversary of an important but almost forgotten U.S. Supreme court case, Hernandez v. Texas, 347 US 475 (1954), the major case involving Mexican Americans and jury selection, published just before Brown v. Board of Education in the 1954 Supreme Court reporter. This landmark case, the first to be tried by Mexican American lawyers before the U.S. Supreme Court, held that Mexican Americans were a discrete group for purposes of applying Equal Protection. Although the case was about discriminatory state jury selection and trial practices, it has been cited for many other civil rights precedents in the intervening 50 years. Even so, it has not been given the prominence it deserves, in part because it lives in the shadow of the more compelling Brown v. Board case. There had been earlier efforts to diversify juries, reaching back at least to the trial of Gregorio Cortez in 1901 and continuing with efforts by the legendary Oscar Zeta Acosta in Los Angeles in the 1960s. Even as recently as 2005 there has been clear evidence that Latino participation in the Texas jury system is still substantially unrepresentative of the growing population. But in a brief and shining moment in 1954, Mexican-American lawyers prevailed in a system that accorded their community no legal status and no respect. Through sheer tenacity, brilliance, and some luck, they showed that it is possible to tilt against windmills and slay the dragon. Edited and with an introduction by University of Houston law scholar Michael A. Olivas, Colored Men and Hombres Aqui is the first full-length book on this case. This volume contains the papers presented at the Hernandez at 50conference which took place in 2004 at the University of Houston Law Center and also contains source materials, trial briefs, and a chronology of the case.




Spanish Is the Language of My Family


Book Description

An intergenerational story of family ties, cultural pride, and spelling bee victory following a young boy who bonds with his beloved abuela over a love of Spanish. As a boy prepares for his school’s Spanish spelling bee, he asks his grandmother for help with some of the words he doesn’t know how to spell yet. When she studies with him, she tells him how different things were back when she was a girl, when she was only allowed to speak English in school. This only inspires him to study even harder and make his family proud. Based on stories author Michael Genhart heard from his mother as a child, Spanish is the Language of My Family is about the joy of sharing cultural heritage with our families, inspired by the generations of Latino people were punished for speaking Spanish and the many ways new generations are rejuvenating the language.. Michael Genhart’s text is as touching as it is poignant, and it’s paired with the striking artwork of multiple Pura Belpre Award-Winning Illustrator John Parra. Extensive material at the back of the book includes essays from the author about the history of Spanish suppression in U.S. schools and information about the Spanish alphabet. A Junior Library Guild Gold Standard Selection




The Discarded Brick Volume 2


Book Description

‘The Discarded Brick’, a three season trilogy, in two volumes, is set in Africa, Europe and North America. It is about the travels and experiences of the author. In Volume 2, Season 3, the author and his family return to his home country. Back in Uganda, he was initially welcomed by all with open arms, like the prodigal son. He works on several jobs for the government and in the private sector, till he settles for communication consultancy. Most of these jobs again involved travel within and outside the country. This included a stint in the United States, Greece, Germany and more countries in Eastern and Southern Africa. However, as his brother and guardian, who had earlier lost his only son inched closer to becoming an octogenarian, some of his immediate family members started treating the author like an intruder in their midst. Not everyone was happy to co-exist with him anymore. Fears and intrigue led to a family split, legal battles and irreconcilable differences. He and his siblings were treated like social pariahs that had to be avoided like the pest by some relatives, and this even sucked in some members of his immediate family, who imposed a perennial domestic banishment on him.




Language and Literacy Learning in Schools


Book Description

Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling--with particular attention to working with students with language learning difficulties.