The Development of Self-Concept and Language Identity in Spanish-Speaking Children of Migrant Farmworkers.

摘要: A discussion of English-as-a-Second-Language (ESL) learning in Spanish-speaking migrant workers' children focuses on the relationship language identification and achievement. The first chapter briefly tells story education ESL instruction one adolescent. Chapter 2 offers a demographic historical overview labor United States, its Latinization after World War II, 3 describes culture as determined by distinct economic, social, educational variables. fourth outlines past federal legislation. then turns, 5, to between identity conflicts that may arise when student's first-language is challenged or denigrated second-language environment. next two chapters review theories academic underachievement among minority students, discuss pedagogical implications for children, offer corresponding classroom techniques work with this population. iContains 134 references.) (MSE) *********************************************************************** Reproductions supplied EDRS are best can be made from original document. Development Self-Concept Language Identity Spanish-Speaking Children Migrant Farmworkers PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY kGC\N(Ncc'N Kathryn Ann Sandin THE EDUCATIONAL. RESOURCES INFORMATION CENTER (ERIC) U S DEPARTMENT OF EDUCATION Othce Educaoonal Resew'', Improvement IERICI raus document nas been repfocluced oncimLeC g0 Iro person OL0anqa1.0acorn m.nor 'efOrOduCtOn Changes have ,norove Quality POnIS 01 new oprnOns Slated m th.S.10Cu rnent CIO not neceSSanly ,ewesent Whoa! OERI POs.hon 00hCY Submitted partial fulfillment requirements Master Arts Teaching degree at School International Training, Brattleboro, Vermont.