{"id":{"repo_id":"unm","oai_identifier":"oai:digitalrepository.unm.edu:educ_llss_etds-1043"},"canonical_url":"https://search.dev.ndltd.org/etd/unm/oai:digitalrepository.unm.edu:educ_llss_etds-1043","repository":{"repo_id":"unm","name":"University of New Mexico","base_url":"https://digitalrepository.unm.edu/do/oai/"},"display":{"title":"Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program","abstract":"This Narrative Case Study examines the curriculum of the Northwestern Michigan Migrant Program (NMMP), specifically focusing on the programs guidelines, attitudes, and implications of language instruction. Furthermore, this research focuses on the implications of the NMMP's services and curriculum for the migrant community. Through interviews with students, administration (on both the local and federal levels), as well as migrant agricultural laborers, the findings reveal the need for simultaneous heritage language (HL) and English language instruction. Parents, students, and staff emphasized the significance of HL in community maintenance and an individual's relationship to the community, while underscoring the importance of English language development for the student's academic achievement. As such, the migrant community stressed the need to concurrently maintain and develop both languages. However they also suggested the NMMP enlist qualified Latina/o teachers who have a deep connection to the farmworker community and maintain a commitment to student academic success. All participants agreed that poor communication and an undeveloped purpose prohibited the NMMP from truly becoming a successful learning environment.'","abstract_html":"This Narrative Case Study examines the curriculum of the Northwestern Michigan Migrant Program (NMMP), specifically focusing on the programs guidelines, attitudes, and implications of language instruction. Furthermore, this research focuses on the implications of the NMMP's services and curriculum for the migrant community. Through interviews with students, administration (on both the local and federal levels), as well as migrant agricultural laborers, the findings reveal the need for simultaneous heritage language (HL) and English language instruction. Parents, students, and staff emphasized the significance of HL in community maintenance and an individual's relationship to the community, while underscoring the importance of English language development for the student's academic achievement. As such, the migrant community stressed the need to concurrently maintain and develop both languages. However they also suggested the NMMP enlist qualified Latina/o teachers who have a deep connection to the farmworker community and maintain a commitment to student academic success. All participants agreed that poor communication and an undeveloped purpose prohibited the NMMP from truly becoming a successful learning environment.'","abstract_has_math":false,"creators":["Torrez, Jessica"],"institution":null,"degree_name":null,"degree_level":"Dissertation","degree_discipline":"Language, Literacy, and Sociocultural Studies","degree_department":null,"school":null,"contributors":["Trinidad-Galvan, Ruth","Blum-Martinez, Rebecca","Lopez, Nancy","Cranston-Gingras, Ann"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-29T08:00:00Z","date_published":"2009-01-29T08:00:00Z","updated_at":"2026-07-24T05:26:29Z","subjects":["Children of migrant laborers--Education--Michigan"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalrepository.unm.edu/educ_llss_etds/44"],"render_values":[{"text":"https://digitalrepository.unm.edu/educ_llss_etds/44","href":"https://digitalrepository.unm.edu/educ_llss_etds/44","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1928/7630","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Trinidad-Galvan, Ruth","Blum-Martinez, Rebecca","Lopez, Nancy","Cranston-Gingras, Ann"]},{"key":"dc:creator","label":"Author","values":["Torrez, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Sociocultural Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation","Doctoral"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Children of migrant laborers--Education--Michigan"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/1928/7630","https://digitalrepository.unm.edu/educ_llss_etds/44"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This Narrative Case Study examines the curriculum of the Northwestern Michigan Migrant Program (NMMP), specifically focusing on the programs guidelines, attitudes, and implications of language instruction. Furthermore, this research focuses on the implications of the NMMP's services and curriculum for the migrant community. Through interviews with students, administration (on both the local and federal levels), as well as migrant agricultural laborers, the findings reveal the need for simultaneous heritage language (HL) and English language instruction. Parents, students, and staff emphasized the significance of HL in community maintenance and an individual's relationship to the community, while underscoring the importance of English language development for the student's academic achievement. As such, the migrant community stressed the need to concurrently maintain and develop both languages. However they also suggested the NMMP enlist qualified Latina/o teachers who have a deep connection to the farmworker community and maintain a commitment to student academic success. All participants agreed that poor communication and an undeveloped purpose prohibited the NMMP from truly becoming a successful learning environment.'"]},{"key":"dc:title","label":"Title","values":["Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program"]}]}],"canonical_facts":{"dc:contributor":["Trinidad-Galvan, Ruth","Blum-Martinez, Rebecca","Lopez, Nancy","Cranston-Gingras, Ann"],"dc:creator":["Torrez, Jessica"],"dc:description.abstract":["This Narrative Case Study examines the curriculum of the Northwestern Michigan Migrant Program (NMMP), specifically focusing on the programs guidelines, attitudes, and implications of language instruction. Furthermore, this research focuses on the implications of the NMMP's services and curriculum for the migrant community. Through interviews with students, administration (on both the local and federal levels), as well as migrant agricultural laborers, the findings reveal the need for simultaneous heritage language (HL) and English language instruction. Parents, students, and staff emphasized the significance of HL in community maintenance and an individual's relationship to the community, while underscoring the importance of English language development for the student's academic achievement. As such, the migrant community stressed the need to concurrently maintain and develop both languages. However they also suggested the NMMP enlist qualified Latina/o teachers who have a deep connection to the farmworker community and maintain a commitment to student academic success. All participants agreed that poor communication and an undeveloped purpose prohibited the NMMP from truly becoming a successful learning environment.'"],"dc:identifier":["http://hdl.handle.net/1928/7630","https://digitalrepository.unm.edu/educ_llss_etds/44"],"dc:language":["English"],"dc:subject":["Children of migrant laborers--Education--Michigan"],"dc:title":["Empowering the Invisible Child: A Narrative Case Study of the Northwestern Michigan Migrant Program"],"thesis:degree_discipline":["Language, Literacy, and Sociocultural Studies"],"thesis:degree_level":["Dissertation","Doctoral"]},"updated_at":"2026-07-24T05:26:29Z"}