Latinos are now the largest public school minority population in the U.S. Because of a shift in the states, cities, and counties where Latinos are choosing to live, many schools that did not previously serve substantial numbers of Latinos are doing so now. Additionally, many of the Latinos in these new settlement areas are recent immigrants who speak little or no English. This qualitative study examined how immigrant Latino parents who speak little or no English supported their children in the English-speaking school system of the U.S. It specifically examined how 12 Spanish-speaking parents negotiated language and culture with their children's school in a new settlement area in the state of Utah. From the interviews I conducted with the Latino parents and school staff members, along with school observations and the collection of other data such as forms and notices, I examined how the parents negotiated language and culture with the school. I then analyzed the themes that emerged from this collection of data using a theoretical framework consisting of postcolonial theory, social and cultural capital, and the concept of social discourses. Major themes that emerged included the concern the parents had for their children's education, the parents' limited participation in the school discourse, children serving as language brokers, the maintenance and growth of their children's heritage language, the hegemony of the English language, and issues involving social and cultural capital, linking capital, and racism. Recommendations include assuring availability of interpreters, increasing bridging and linking capital, supporting children's heritage language, and being culturally sensitive and proactive to reduce racism. Hopefully, this research will add to the literature that will help educators better serve the growing Latino school population.

Latinos are now the largest public school minority population in the U.S. Because of a shift in the states, cities, and counties where Latinos are choosing to live, many schools that did not previously serve substantial numbers of Latinos are doing so now. Additionally, many of the Latinos in these new settlement areas are recent immigrants who speak little or no English. This qualitative study examined how immigrant Latino parents who speak little or no English supported their children in the English-speaking school system of the U.S. It specifically examined how 12 Spanish-speaking parents negotiated language and culture with their children's school in a new settlement area in the state of Utah. From the interviews I conducted with the Latino parents and school staff members, along with school observations and the collection of other data such as forms and notices, I examined how the parents negotiated language and culture with the school. I then analyzed the themes that emerged from this collection of data using a theoretical framework consisting of postcolonial theory, social and cultural capital, and the concept of social discourses. Major themes that emerged included the concern the parents had for their children's education, the parents' limited participation in the school discourse, children serving as language brokers, the maintenance and growth of their children's heritage language, the hegemony of the English language, and issues involving social and cultural capital, linking capital, and racism. Recommendations include assuring availability of interpreters, increasing bridging and linking capital, supporting children's heritage language, and being culturally sensitive and proactive to reduce racism. Hopefully, this research will add to the literature that will help educators better serve the growing Latino school population.

Sub-center formation is closely come out when urban environment started to grow and by decentralization and sub-urbanization process to lower the congestions and increase the efficiency in urban life. Besides, by means of rising problems of the growth in an urban area, there emerged the need to share the central activities within the metropolitan region. The growth followed by creation of new towns in the peripheries. Within that organization of the city, sub-centers started to appear to share the burden of the city centers. In this study, the sub-center evolution will be examined with respect to its relationship to urban growth and development. Hence the sub-center formation will be defined and studied in terms of city center, neighborhood center and shopping center developments of the settlements. The criteria on land-use, planning process, design of the built environment, district and neighborhood centers and policies of revisions in the suburb within world examples will help the study to develop principles for sub-center formation. This will provide us to build up some criteria for the central area especially in New Development areas. After the 1970s, the city of Ankara expanded rapidly and there emerged new development areas of the metropolitan region in the West Corridor. With respect to these, Ankara is analyzed with a new urban development area in that corridor called Batikent. With the help of discussions and analysis on sub-center formation on smaller plots belonging to private and a world example of sub-center development produced by the government, design and planning principles of Sub-center growth and development will be proposed in case of Batikent.