“There are some themes, some
subjects, too large for adult fiction; they can only be dealt with
adequately in a children's book.” ― Philip Pullman
I was pondering how to introduce
strategies and techniques for working with culturally and
linguistically diverse students to my pre-service teachers. But
beyond looking at English language learners as a group I wanted my
students to personally identify with children who may be very
different from themselves. I wanted them to be thinking about
questions such as: What does it feel like to be an English Language
Learner in a classroom? What are some of the hopes and fears of
students who struggle to speak English in our classrooms? How do
English language learners navigate in a society that is mostly
monolingual?
Children's literature has the unique
characteristic of making a complex topics very personal and visual. I
selected several illustrated children's books and asked groups of
pre-service teachers to read the book together and summarize the
storyline, list what they learned about English language learners,
bilingual and/or immigrant students from the story, and how could
they use the book in their own classrooms. This provided the students
a repertoire of books to use with their students but also new
perspectives of what it's like to be English language learner in
American schools.
Class Mom – Written by
Margaret Mc Namara; Illustrated by Mike Gordon
Summary:
Nia's class is having a party and Nia volunteers her mom to be in
charge, even though she believes her Mama will not want to be in
charge because she doesn't speak much English. Throughout the
weekend Nia did not tell her mom about party. After much agony, and
pretending that she was sick the morning of the party, Nia finally
tells her mom about the party. However Mama pulls through and throws
a great party.
What the
Students Learned: We learned that parents of English language
learners may have a hard time volunteering in the classroom if they
speak another language. What we, as teachers, may perceive as a lack
of involvement does not mean disinterest. We also learned that it is
important for students to connect their languages and cultures to the
work in the classroom.
Using the Book:
We could use this book to show students how everyone's family is
different and how parents may speak many languages.
In English, Of Course –
Written by Josephine Nobisso; Illustrated by Dasha Ziborova
Summary: Josephine
just moved to the Bronx from Italy. Her teacher asked all the
students to introduce themselves. The students were from all over the
world and each began to introduce themselves, but Josephine was
confused by what they said and how they said it. When Josephine tried
to explain where she was from Naples Italy, the students and teacher
did not understand her. Through patience, gestures and pictures the
teacher helped Josephine tell her story and learn new words in
English.
What the Students Learned:
We learned that the misconception of language can scare some
students. English language learners may have a hard time coming up
with sentences and the correct words to use, but they have a lot of
ideas in their head. As teachers we need to provide patients and
resources to students to help them build their language skills and
confidence
Using the Book: By
using this book with our students in the classroom, they may also
recognize that students who may not speak English very well may still
have a lot to say and teach us.
The Rainbow Tulip - Written
by Pat Mora; Illustrated by Elizabeth Sayles
Summary: This
book is about a young girl named Stella. She and her family are from
Mexico. Her mother and father do not speak any English. Stella and
her younger brothers are bilingual. Stella feels like she and her
family are different at the Mayday Parade. Her costume is
multicolored, and everyone else's costume is a single color. Her
parents about hard time interacting with the other parent, making it
hard for Stella to feel accepted. Stella performs well during the
Mayday dance, but is frustrated that her parents cannot talk to the
teacher. At home Stella admit that she likes being the only rainbow
tulip but it was hard too. Her mother answers that it is hard to be
different that it is both sweet and sour like sherbet.
What the Students Learned: We
learned that at times English language learners may feel that it is
difficult to become accepted in the classroom. Because they might
feel that they are very different from their classmates, they may
feel frustrated, scared, or shy. As teachers, we need to help create
an environment that accepts that differences and celebrate what makes
us unique.
Using the Book:
We can use this book to help students express some of their feelings
about what it is like to feel different. In addition it may help our
students be more courageous when they need to do difficult things.
My Name is Yoon – Written
my HelenRecorvits; Illustrated by Gabi Swiatkowska
Summary::
The story is about a Korean girl and her transition to American
schools. At first she did not like moving to America and how
everything was different. When she wrote her name in Korean it was
beautiful and meant Shining Wisdom. In English her name was Yoon,
which she found ugly. For many days in school she learned new words
and tried out new identities such as cat, bird and cupcake. When she
began to make friends and feel like her teacher like her she was then
able to write her English name Yoon.
What the Students Learned:
we learned that it can be hard to adapt to new school and language
at first. Taking on an English name may make it easier for them in
school but it might not feel right to the student. English language
learners may need to create new identities for themselves. In
addition English language learners may be confused by teachers
instructions and do things very differently.
Using the Book:
Although the book shows an English language learner struggling, we
can use the book to show that everybody struggles with somethings. In
addition, this book may encourage students to be more sympathetic
when other students struggle in school and show the importance of
friendship.
Yoko Writes Her Name –
Written and Illustrated by Rosemary Wells
Summary: Yoko
is an English language learner she is picked on for not knowing how
to write her name in English because she only knows how to write in
Japanese. She is frustrated by this fact until a classmate helps her
learn the English alphabet. This same friend thinks it is really
neat that Yoko knows a secret language, Japanese. When the other
classmates see Yoko and her friend writing in Japanese the rest want
to learn it also and they decide to make Japanese their second class
language. When two classmates don't learn how to write their names in
Japanese Yoko teaches them how.
What the Students Learned: we
learned that can be difficult to adapt to a new learning environment.
It takes time and patience but everyone can benefit from the
differences.
Using the Book:
We can use the book as a resource that shows how to value the
richness of different cultures in our classroom. We can use it to
show students that it is okay to branch out and get to know something
you are unfamiliar with.
The Other Side: How Kids Live in
a California Latino Neighborhood – Written by Kathleen Krull;
Photographs by David Hautzig
Summary: This
nonfiction book the the story of how two Mexican-American families
left Mexico and moved to California for better opportunities. It
shows, through photographs, what daily life is like for many
immigrant families including some of the struggles they have in
school, trying to preserve their culture and heritage, having
children translate for their parents, and the importance of family,
both in California and back home. It also highlights some of the
unique celebrations and holidays that are celebrated by many Latino
families
What the Students Learned: We
learned that it is important to include and celebrate children's
cultures in the classroom beyond the traditional mainstream culture.
We also learned about how it can sometimes be frustrating and
isolating to be an English language learner and immigrant to the
United States.
Using the Book:
If we have English language learners in our classroom. This book
might help other students feel more connected with their peers. The
reader will also understand why some immigrants wish to come to
America and the importance of preserving home language and culture.
Class Discussion
Many
of the books dealt with issues of identity. English language learners
are past with so much more than just learning English. They also have
to negotiate the borderlands of their home culture and school culture
and define themselves with in this borderland. The choice of
language and language use is an obvious identification mark, yet
students may not completely identify with the culture of the
language.
Many
students also recognized that the parents of English language
learners may often be misrepresented. Just because the parents are
not at parent conferences, volunteering for class parties, or helping
students with homework, it does not mean the parents are uninterested
in their students education. There may be many factors that might
limit parent involvement in school including different cultural
expectations, language barriers, and demands on time through family
and work.
As
teachers, we need to build on the strengths that students bring to
the classroom, culturally and linguistically. To do this we need to
get to know our students and not make assumptions of who they are or
what they can do.
As a
teacher educator, I am thrilled that my pre-service teachers came to
recognize these very important issues when working with culturally
and linguistically diverse students. It may have been more efficient
to provide a lecture with PowerPoint, but I believe through the words
and illustrations in these children's books the lessons the students
learned will be better integrated into their understanding.
