Spanish-Speaking Children of the Southwest: Their Education and the Public Welfare.
By Herschel T. Manuel. (Austin: University of Texas Press, 1965. Pp. vii + 217.
Preface, illustrations, figures, tables, notes, appendix, references, index. $5.00.)
The lack of proper education for students with language deficiencies, specifically
Spanish-speaking students of the southwestern United States, has been a reason why so
many remain isolated, poverty-stricken, and culturally neglected. Various educational
programs must be implemented early into the curriculum so that students with language
barriers experience fewer difficulties. Until such programs are incorporated, the learning
tempo for these students will surely decrease as they encounter far more advanced subject
matter.
Herschel T. Manuel, in Spanish-Speaking Children of the Southwest, describes the
challenges faced by Spanish-speaking students in the public schools. He indicates that
the failure of their integration into mainstream society lies in the fact that there is a lack
of understanding between Teachers and students and that this misunderstanding creates a
sense of hostility. Differences in culture, as described by Manuel, are more challenges
faced by the students who often find themselves caught between two worlds as they try to
assimilate and/or acculturate into both societies. Unfortunately for these individuals, they
sometimes find themselves rejected by both American and Mexican societies. Manuel
also describes the language barrier as another difficulty facing them; they must learn to
speak English as a second language and apply it into their daily routines in order to
acquire fully the targeted language. More than often, however, the language used outside
the classroom environment is Spanish. The use of Spanish at home tends to lead to an
inability to master the second language, thus making classroom learning far more
difficult.
The book effectively indicates the importance of assisting those with language
deficiencies in order to create equal opportunities in education for all and eventually to
build and maintain a fair “democratic society,” in which certain benefits and
responsibilities are shared by everyone. A primary concern of this text is to inform the
reader of the numerous problems associated with educating Spanish-speaking students
and the different conditions that often affect them. Language barriers, poverty, cultural
differences, and historical antagonisms are highlighted throughout the text as their major
obstacles as they attempt to learn English as a second language.
The book effectively describes the situations that Spanish-speaking children
experience in public schools. The author has brilliantly included in the book various
illustrations depicting photo shots of classrooms, parent-teacher meetings, and other
segments of the school setting. He has also provided a variety of maps showing the
demographics, migration patterns, and percentages of Spanish-speakers in the United
States. This text gives the reader a personal insight into the trials and tribulations as
experienced by the non-English speaking students. It can be a great benefit to the public
and an excellent resource to teachers, especially those teaching English as a second
language. Fortunately, anyone interested in the welfare of the Spanish-speaking
population will surely find this volume useful in gaining a greater understanding of the
conditions that affect children as they engage in developing a second language in the
public school systems.
Southwest Texas State University-San Marcos
Jesse Esparza