Bringing Latino Images and Voices to the Mainstream Classroom
Librarians, teachers, and students play an important role in selecting good quality publications for their schools' book collections. Not knowing the possibilities is one obstacle to making wise choices about texts. This annotated bibliography provides examples of excellent texts that highlight Latino images and voices through personal stories, facts, and poetry This past December, The New York Times published an article called: For Young Latino Readers, an Image is Missing (Rich, 20 12, para. 2). Mario, one ofthe students featured in the article, tells the reporter than in many of the books that he has access to in his classroom, he sees "a lot of people that don't have a lot of· color." For some reason, books from Latino authors and/or authors showcasing Latino characters are not reaching our children. Some of these authors include Alma Flor Ada, Francisco X. Alarcon, Julia Alvarez, Nicholasa Mohr, Lynn Joseph, Jane Medina, Pat Mora, and even Sandra Cisneros (the well-known author of The House on Mango Street). This New York Times article reaffirms Nilsson's (2005) fmdings that, even though there has been some progress made to include more Latino images and voices in children and adolescent literature, there is still work to be done. Nilsson suggests that librarians, teachers, and even students play an important role in selecting good quality publications for their schools' book collections. Selecting these books also affirms the "potential to benefit everyone; mainstream and minority children alike may learn to function more effectively in an increasingly pluralistic society" (Nilsson, 2005, p. 535). Therefore, how can teachers include quality books featuring Latino children's images and voices in their lessons to not only motivate Latino students to read, but also to encourage them to write about their experiences? Moreover, how can Latino children share these experiences as poems and/or narratives that could be written and read aloud with their peers from non-Latino backgrounds? Here are some examples of recommended books and writing ideas to include Latino images and voices in the mainstream classroom: Ada, A. F., & Campoy, F. I. (2010). Rimas de animals. Animal nursery rhymes. Ill. by Vivi Escriva. New York: HarperCollins. Spanish folklore in-rhyming text featuring animals is represented here in Spanish and English. Students could write other poems about animals, or share their own favorite nursery rhymes from when they were young, focusing on the importance of oral language in language development. Alarcon, F. X. (2005). Poems to dream together/Poemas para sonar juntos. Ill. by Paula Barragan. New York: Lee and Low. Based on the author's personal experiences this beautiful illustrated poetry book takes you through different times, places, funny and serious moments. Teachers could pose questions to students around their own dreams and encourage them to record them so they won't be forgotten. For instance, start with: Do you remember your last
How Does Hispanic Portrayal in Children's Books Measure Up After 40 Years? The Answer Is “It Depends.”
This research synthesis examines 21 content-analysis studies conducted between 1966 and 2003 that focused on Hispanic portrayal in children's books. Specifically, it looks at how the literature has evolved in terms of amount of representation, characters' roles, and stereotyping. Findings vary by book type, Hispanic subgroup, and comparative reference points, but overall they suggest there are currently more books with Hispanic characters and themes. However, relative to Hispanic presence in the United States today versus 40 years ago, proportionate portrayal in children's literature has lost ground. Noted improvements include less stereotyping, particularly for Mexican American and male characters. More progress is needed in the portrayal of Hispanics with disabilities and other exceptionalities and of those at varied socioeconomic levels, in upper-class neighborhoods, and in leadership roles in homes and professions. New instructional uses are noted for the books, which increasingly contain special features (e.g., glossaries, author notes) and additional linguistic components (e.g., interlingual text, dual-language text). Websites and other resources are recommended for locating criteria useful in judging book quality, specific names of award-winning book titles, and a framework for Latino literature study. The author concludes that while improvement in Hispanic portrayal is evident, more progress is needed.
Language Use in Multiethnic Literature For Young Adults.
This study analyzed ethnic authenticity with regard to language use in 16 books for children and young adults used in Central Michigan University's English 582 course, "Cultural Pluralism in Children and Young Adult Literature." Four ethnic groups were included: Native American, African American, Asian American, and Hispanic American. To evaluate authenticity, the study used Gottlieb-Crowell's framework and examined the ethnic background of the'author and inclusion of ethnically representative linguistic elements (the borrowing of lexical items from the native ethnic languages and the use of dialect patterns, both syntactic and lexical). Results indicate that there are distinctive patterns for dialogue and narrative language use in multicultural children's and young adults' literature related to ethnic groups. Analysis of the 16 books found 11 language use categories: informative, dialogue, standard English, eyedialect, slang, proper nouns, common nouns, code switching interlanguage, glossary, and summary. In Native American texts, summaries of passages or the culture in general were typically provided. African American books typically used dialects, or eye-dialects and slang. Asian American stories presented interlanguage patterns. Hispanic American books generally used full lexical and syntactic code switching. A table demonstrates the books' receptive language use by ethnic group. The list of books is appended. (Contains 27 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Language Use in Multiethnic Literature For Young Adults Darcy Christianson October 24, 2002 U.S, DEPARTMENT OF EDUCATION Office of Eaucational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) AThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 14 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY