According to Clark, Mendoza, and Olguín (2001): For example, Mexican Americans, Puerto Ricans, Cuban Americans, Dominican Americans, and Central Americans in the U.S. form a Latino ethnic group whose members are in many ways similar, yet whose different nationalities distinguish them due to variations. ... ties to their homelands and cultures of origin are continually being renewed and refashioned in a variety of different ways based on the relative proximity and variable influx of new arrivals, (p. 11) The students in our classrooms also represent varying socioeconomic levels, language proficiency, and generational status. To maximize that cultural capital, teachers must recognize the reciprocal nature of the learning process, be able to employ cultural literacy practices, and recognize that this heightened metacognition allows students' attention to be drawn to content rather than form (Leopold, 1949).
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