Lost in Translation? Code-Switching, Hidden Curriculum, & Pitching In: How Cultural Strengths Translate (or Don’t) to Educational Settings

• In Event: Children’s strengths for learning and communication in LOPI, in Indigenous-heritage communities of the Americas

Abstract

This study examines how undergraduates from Mexican, Central American, and Indigenous-heritage backgrounds navigate the translation of Learning by Observing and Pitching In (LOPI) practices into postsecondary classrooms. LOPI emphasizes attentive vigilance (al pendiente), helping without being asked (acomedido), shared responsibility, and community-oriented attention, while U.S. classrooms often follow Assembly-Line Instruction (ALI) norms that prioritize individual performance and teacher-directed participation. These tensions create a hidden curriculum that shapes how collaborative practices are interpreted and rewarded. Centering undergraduate voices, this study documents how LOPI practices are experienced, negotiated, or suppressed in college settings. Using semi-structured interviews (n ≈ 30) and a brief Qualtrics survey, the study examines everyday learning practices, classroom responses, and strategies students use to navigate or code-switch across contexts.

Authors

• Mariana Lara, California State University - Sacramento

• Itzel Aceves-Azuara, California State University - Sacramento