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The Linguistic Isolation of Hispanic Students in California’s Public Schools: The Challenge of Reintegration


by Bernard R. Gifford & Guadalupe Valdés — 2006

In this chapter, we focus on the educational challenges of linguistic isolation for Latino students by examining the case of California. We first provide a historical overview of Spanish in California, tracing the climate of evolving hostility toward Spanish and Spanish-speaking immigrants and describing the challenges of achieving equity for Latino students segregated by language. We then address four objectives that are of paramount importance in the challenge of reintegration. Our conclusions will explain why we believe it is shortsighted to conceive of the challenge of improving the academic achievement of Hispanic students as subsidiary to the larger policy objective of promoting systemic educational reform.


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This article originally appeared as NSSE Yearbook Vol 105. No. 2.


Cite This Article as: Teachers College Record Volume 108 Number 14, 2006, p. 125-154
http://www.tcrecord.org ID Number: 18548, Date Accessed: 10/19/2017 1:36:35 AM

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About the Author
  • Bernard Gifford
    University of California, Berkeley
    E-mail Author
    BERNARD R. GIFFORD is a Professor in the Division of Education in Mathematics, Science, Technology, & Engineering and Faculty Director of the UC-Berkeley/CSU Joint Doctoral Program in Leadership for Educational Equity at the University of California, Berkeley.
  • Guadalupe Valdés
    Stanford University
    E-mail Author
    GUADALUPE VALDÉS is the Bonnie Katz Tenenbaum Professor of Education and Professor of Spanish and Portuguese at Stanford University.
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