Lisa Tripp

Research Assistant with La Clase Mágica

Graduate Student, UC San Diego

   

    When we adapted the program, we put, we combined Spanish and English and more US cultural knowledge, and some things you might be able to say are Mexican cultural knowledge, or Chicano cultural knowledge, or Latin American cultural knowledge into our task cards and into our activities and tried to create opportunities for the children to be able to draw on their background language and culture in solving problems.  But then as they got older, to also give them opportunities to reinforce and to maintain some of their Spanish and also give them opportunities to have another context in which their background and culture and language is validated.