Este programa de idiomas de nivel intermedio ampliado y actualizado está diseñado para ayudar a los hispanohablantes a adquirir un dominio del inglés estadounidense. Es una guía de seguimiento y autodidacta ideal para los hispanos que han dominado el programa Inglés para Latinos, Nivel 1, pero también puede ser útil para cualquier persona que ya tiene algún conocimiento básico de inglés. El audio en línea utiliza diálogos hablados y entrenamiento para enfatizar la pronunciación correcta del inglés estadounidense informal. This expanded and updated intermediate-level language program is designed to help Spanish speakers gain proficiency in American English. It is an ideal follow-up and self-teaching guide for Hispanics who have mastered Barron's Inglés para Latinos, Level 1, but it can also be helpful to anyone who already has some basic knowledge of English. The online audio uses spoken dialogues and coaching to emphasize correct pronunciation of informal American English.

Es fácil aprender inglés, lo prometemos Ingles Para Dummies está repleto de explicaciones claras de la gramática, el uso, la jerga y más en inglés, todo en un formato fácil de seguir. Estudia a su propio ritmo, en la comodidad de su hogar, con esta guía imprescindible para cualquier persona que quiera aprender inglés. Le encantará el útil mini diccionario inglés-español mientras aprende la jerga para saludos personales, conversaciones telefónicas, compras, viajes, cenas y otras actividades diarias. Además, los ejemplos del mundo real te permiten poner en práctica sus nuevas habilidades. Con ayuda de pronunciación, consejos y trucos, y errores comunes para evitar, Ingles Para Dummies tiene todo lo que necesitas para usar el inglés con confianza. Aprende la gramática básica del inglés y las expresiones importantes del día a día Practica tu pronunciación y evita errores comunes Domina frases útiles para el hogar, el trabajo, la salud y la recreación Usa atajos prácticos y jerga auténtica para una conversación fácil y divertida Los hispanohablantes que recién comienzan con el inglés pueden aprender rápida y fácilmente vocabulario básico, gramática y habilidades de conversación, además de mejorar la confianza para hablar y manejar situaciones cotidianas, gracias a este divertido libro Dummies.

Given the boost in global immigration and migration, as well as the emphasis on creating inclusive classrooms, research is turning to the challenges that teachers face with the increasing need for bilingual and multilingual education. The benefits of bilingual education are widespread, allowing students to develop important cognitive skills such as critical thinking and problem solving as well as opening further career opportunities later in life. However, very few resources are available for the successful practice and implementation of this education into the curriculum, with an even greater lack of appropriate cultural representation in the classroom. Thus, it is essential for educators to remain knowledgeable on the emerging strategies and procedures available for making bilingual and multilingual education successful. The Research Anthology on Bilingual and Multilingual Education is a comprehensive reference source on bilingual and multilingual education that offers the latest insights on education strategy and considerations on the language learners themselves. This research anthology features a diverse collection of authors, offering valuable global perspectives on multilingual education. Covering topics such as gamification, learning processes, and teaching models, this anthology serves as an essential resource for professors, teachers, pre-service teachers, faculty of K-12 and higher education, government officials, policymakers, researchers, and academicians with an interest in key strategy and understanding of bilingual and multilingual education.

Policymakers, practitioners, and educators frequently group Latina/o immigrant adolescents within a single homogenous category, thus creating a problem in understanding their diverse experiences. To explore these diverse Latina/o adolescent experiences this dissertation cross-culturally compares patterns of ethnic identity and acculturation across a group of Indigenous (Yucatec Maya) immigrant Latino/a adolescents in the U.S. with Yucatec Maya adolescents residing in Mexico and with non-Indigenous immigrant Latina/o adolescents in the U.S. How do ethnic identity, acculturation levels, perceived discrimination, and sense of school belonging compare across Yucatec Maya adolescents in the U.S., non-Yucatec Maya Latina/o adolescents in the U.S., and Yucatec Maya adolescents still in Mexico? What roles do individual factors such as gender, language, generation level, and external factors such as family, cultural practices, ethnic community networks, and peer relationships take in the adolescents' lives in the U.S. and in Yucatan? The study draws on ethnic identity and acculturation frameworks as they relate to perceived discrimination (the study of how the person targeted by discrimination reacts and interprets these acts) and to the adolescents' feelings of belonging at school. The participants included 65 Latina/o non-Yucatec Maya heritage adolescents living in the Los Angeles, California area, 66 Mexican Maya heritage immigrant adolescents living in San Francisco, California or the Los Angeles, California area, and 70 Mexican Maya heritage adolescents living in Yucatan, Mexico. All 201 adolescents took a survey incorporating measures of ethnic identity, acculturation, perceived discrimination, and school belonging. Thirty-eight of the adolescents participated in semi-structured interviews that explored attitudes toward school, culture, discrimination, family, community, and peers influencing the adolescents. Quantitative findings expose the intra-group differences across Yucatec Maya and non-Yucatec Maya Latina/os adolescents and the discrimination faced by the growing population of Yucatec Maya adolescents within the Latino/a immigrant groups. Language, gender, and generation all play roles in the amount of peer and adult perceived discrimination experienced and the distress caused by perceived discrimination across Indigenous and non-Indigenous adolescents. The quantitative findings ultimately show that Indigenous adolescents have different psychological and cultural experiences when compared to non-Indigenous Latina/o adolescents. Being Yucatec Maya, first generation, male, and/or knowledgeable of Maya would put the adolescent at a higher risk of experiencing more perceived discrimination acts and distress. More perceived discrimination from adults also relates to adolescents in the U.S. (both Yucatec Maya and non-Yucatec Maya) resulting in lower levels of school belonging. The qualitative findings across the non-Yucatec Maya adolescents, Yucatec Maya adolescents in the U.S., and Yucatec Maya adolescents in Mexico reveal an in depth look at multiple perspectives surrounding cultural and ethnic identity, cultural practices, American culture, discrimination, school, family, and peers. Specifically for the Yucatec Maya adolescents, the interviews provided a lens into their sentiments about the Maya culture and preserving the culture for future generations. The interviews reflect the agency, reclamation of culture, and lived experiences that make up the Indigenous and non-Indigenous adolescents of this study. The study exposes the Yucatec Maya youth's resilient Indigenous identity that emerges regardless of the discrimination they face from non-Latina/o/non-Mexican groups as well as from their own Latina/o/Mexican communities. This understanding is needed to provide more comprehensive resources and services to these adolescents.

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Research in English Language Teaching: Mexican Perspectives Teacher research takes different forms and serves a variety purposes, but it is conducted by teachers, individually or collaboratively, with the basic aim of understanding teaching and learning in context. In Mexico, teacher research is starting to gain momentum and newcomers search for guidance and examples. This book can be used by English language teachers, teacher educators and student teachers who want to develop their professional expertise by investigating learning and teaching in a systematic and organized way. It is also useful for undergraduate students of EFL teaching and applied linguistics who need to produce a thesis, or experienced teachers who want to develop a research project for the first time. Research in English Language Teaching: Mexican Perspectives combines basic general knowledge and practical advice with reports of research conducted in Mexican educational contexts. PART ONE offers an overview of research and discussion on the teaching-research nexus, and different ways to meet the challenges of doing research. PART TWO presents accounts of recent research in the national context, written by teacher researchers working for different public higher education institutions. These accounts reflect diverse theoretical approaches, topics, methods of data collection and analysis, and styles of reporting. PART THREE includes basic guidelines to write the most common research genres: thesis, conference paper, and research article. The final section contains a glossary of research terms."