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Hablemos Juntos (Let’s Talk Together): Reimagining Early Language Intervention

dc.contributor.authorVeraluz, Claire
dc.date.accessioned2015-07-30T21:14:14Z
dc.date.available2015-07-30T21:14:14Z
dc.date.issued2015-06-15
dc.identifier.urihttp://hdl.handle.net/1803/7142
dc.descriptionTeaching and Learning Department capstone project.en_US
dc.description.abstractDecades of research has been dedicated to demonstrating differences between low- income children’s early language and high-income children’s early language: much of this research also indicates differences between racial/ethnic groups. This research, conducted from a middle-class White normative perspective, posits that these early differences are the cause of the achievement gap, and therefore deficits: many researchers and popular discourse argue that for these reasons there is a need for early language intervention programs. Latino families are a fast-growing population in our country, and are a target population for these interventions. I contend that the concept of intervention is colonizing in nature, and that in order to truly work for equity we must rethink the concept as opposed to merely culturally adapting programs. Rather than interventions intended to fix children and families, interventions should create avenues for empowerment so that educators and families may work together to fix schools and society. I provide a framework for such a program, with recommendations for adapting the framework to different contexts.en_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectearly languageen_US
dc.subjectfamilyen_US
dc.subjectinterventionen_US
dc.subjectdecolonizingen_US
dc.subjectprogram/curriculumen_US
dc.titleHablemos Juntos (Let’s Talk Together): Reimagining Early Language Interventionen_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US


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