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Featured Articles

High-Performing English Learners’ Limited Access to Four-Year College

by Yasuko Kanno
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.
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Exploring Curricular and Cocurricular Effects on Civic Engagement at Emerging Hispanic-Serving Institutions

by Gina A. Garcia & Marcela G. Cuellar
This study explores the ways in which emerging Hispanic-Serving Institutions, or those postsecondary institutions that enroll between 15% and 24% Latina/o college students, contribute to civic engagement for diverse college students.
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Book Reviews

Translingual Partners in Early Childhood Elementary-Education: Pedagogies on Linguistic and Cognitive Engagement

by María G. Arreguín-Anderson & Iliana Alanís
reviewed by Kai Greene


Making Learning-Centered Teaching Work: Practical Strategies for Implementation

by Phyllis Blumberg
reviewed by Linda F. Quinn & Michelle A. Arroyo


Becoming a Metacognitive Teacher: A Guide for Early and Preservice Teachers

by Roya Q. Scales, Thomas D. Wolsey, & Seth A. Parsons
reviewed by Kristen N. Bieda, Sunghwan Byun, Taren Going & Sheila Orr


Education researchers Kenneth A. Frank & Kaitlin T. Torphy discuss their co-authored article, Social Media, Who Cares? A Dialogue Between a Millennial and a Curmudgeon. Watch and discuss this episode on Vialogues.

Publishing in TCR
To submit work to the Teachers College Record, please use our online submission system. To access the system, use the link "Submit My Work," found in the Member Center. The submission system will explain our publishing guidelines, and will allow you to upload your manuscript. Please consult the following Editorials for additional information.
Mexican Indigenous Languages in US Classrooms: A Call for Awareness and Action
by Kendra A. Strouf
Today there are nearly half a million Indigenous citizens from Mexico residing in the United States. Discriminatory policies in the United States homogenize these culturally and linguistically diverse individuals, considering all people from Mexico to be Spanish speakers. However, Mexico is home to approximately 287 languages, many of which are not mutually intelligible. Federal law guarantees public education for all children, yet it does not guarantee linguistically appropriate education. As such, Mexican immigrant children who speak an Indigenous language are wholly neglected in formal educational spaces and can experience linguistic isolation. Our system relegates these children to a lesser status than children whose mother tongue is English and systematically disadvantages them to lead a life of poverty in the United States. These are the unintended consequences associated with immigration. Educators in the United States must have language awareness. Linguistically appropriate education is necessary; otherwise, the notion of free public education for all children is feeble. Students, families, communities, educators, and school districts can be advocates for linguistic and cultural rights for these students. We must simultaneously bring policymakers’ attention to this issue and implement grassroots, creative solutions in our own community schools.
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