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1	A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
	O'Reardon, Chandler Flannery
	In: Senior Projects Spring 2021 (2021)
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2	MacArthur-Bates Communicative Developmental Inventories (CDI): A Research Synthesis Evaluating Children at 2-36 months
	Giammarco, Nicholas
	In: MA in Linguistics Final Projects (2020)
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3	The Influence of Family on Children’s Second Language Learning
	Zhou, Yahan
	In: Major Papers (2020)
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4	Implications of Dual Language Scoring of the Preschool Language Scale-Fifth Edition Spanish for Bilingual Preschool-Aged Children
	Mathis, Callie Mae
	In: Open Access Theses & Dissertations (2019)
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5	Application of the IMB Model to the Reported Intake of Fruits and Vegetables of Native American Children
	Sinley, Rachel C; Albrecht, Julie A
	In: Journal of Health Disparities Research and Practice (2018)
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6	Vocabulary and sentence structure in emergent Spanish reading
	Briceño, Allison
	In: Faculty Publications (2016)
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7	Experiences with the Streptococcus mutans in Lakota Sioux (SMILeS) Study: Risk Factors for Caries in American Indian Children 0-3 Years
	Drake, David R; Dawson, Deborah; Kramer, Katherine...
	In: Journal of Health Disparities Research and Practice (2015)
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8	Knowledge of an Aboriginal language and school outcomes for children and adults
	Guèvremont, Anne; Kohen, Dafna E.
	In: Aboriginal Policy Research Consortium International (APRCi) (2012)
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9	Hyphenated Identities as a Challenge to Nation-State School Practice?
	Hamann, Edmund T.; England, William
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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10	Schooling, National Affinity(ies), and Transnational Students in Mexico
	Hamann, Edmund T.; Zúñiga, Víctor
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2011)
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11	Transnational Students' Perspectives on Schooling in the United States and Mexico: The Salience of School Experience and Country of Birth
	Hamann, Edmund T.; Zúñiga, Víctor; Sánchez García, Juan
	In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2010)
	Abstract: Students in Mexican schools with previous experience in US schools are transnational students. To the extent their Mexican schooling does not recognize or build on their US life and school experience and their American school experience did not anticipate their later relocation to Mexico, these students are incompletely attended to by school. Yet these students, like all students, are agentive and have some control over how they make sense of their schooling. As schooling becomes an increasingly common institutional presence across the world and as decided majorities of children now attend at least some version of primary school, it is hardly surprising that childhood gets increasingly constructed as a time of dependence, need, and preparation. As this volume’s introduction notes, vulnerability is a common fourth thread of this predominant conceptualization of children. Yet, as the introduction also hints, these conceptualizations suffer in at least two ways: whether optimistic or pessimistic, they tend to homogenize a broad and heterogeneous portion of the lifespan and they direct us away from attention to children’s agency. Instead, adult attention focuses on what children need, what should be done to them or for them, but much less common is the consideration of children’s views of the world they are traversing and their actions and intentions in that traversing. Here we question the homogenizing lens through which children, notably internationally mobile children, tend to be conceptualized. And we offer additions to the larger project of including migrant children’s perspectives on the social and institutional realities that they negotiate. We do so by considering the specific topic of encounters with schooling and the specific cases of 632 largely invisible children whom we found through visiting 1673 classrooms in primarias (grade 1-6 schools) and secundarias (grade 7-9 schools) in the Mexican states of Nuevo León and Zacatecas. Five hundred and twelve of these students had attended school in both the United States and Mexico, while another 120 were US-born, although they had never attended school in the United States.
	Keyword: and Multicultural Education; Bilingual; children; International and Comparative Education; Latin American Studies; Mexico; migration; Multilingual; Social and Cultural Anthropology; Social and Philosophical Foundations of Education; students; Teacher Education and Professional Development; transnationalism; vulnerability
	URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1104&context=teachlearnfacpub https://digitalcommons.unl.edu/teachlearnfacpub/107
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