Home
Run
h-Dks8rur,fftHn'*
Knl
rrttl
(JNrvnnsrry oF Trxas PRNArurttrcnN
YvoNNp S. Frr-rEHanN"
ANN FrueMAN,HoNc KoNc INrsnNauoNAL Scnool
DRvrp FnrEr,rAN,UNrvrnsrry or TExRs PnN AHanlrcRN
lrrs afternoon I pickc'd up In My Fdmily: En nti Jamilia by
Carrnen Lom;rsG'trza(1996).Tirne being limited, my pllrpose wirs sirnply to show the new books I had brought to my
fourth sradersand to encoura€le
thcnr to investigateand cnjoy the
Spanishand English texts. The fbver beganas a slow burn :rswe
discussedthe wonclcrful cover illustration depicting an outdoor
dance floor, people of all agesdancing, a musical ensembleand
simple light bulbs strllng frorn posts. I askednry studentswhat
they thor-rghtof the cover and where they thor,rghtthe dancewas
takingplace.A roar went Llp."MEXICOI"
I decidedto rcad a bit to seewhar sort of connectionsmy students
would make r,vith thc first short vignette describedin the book,
"The Horned Toads: Los chameleons."The room erlrpted in
wild convcrsationsduring the reading. Studentswere unable to
contain their excitenlcrlt;they haclstoriesto tell and, :rll decorun-r
aside,thcy wcre going to tell them! They sharedwith their neighbors, friends,and, of course,me. They kner,vabout hornecltoads,
descrtcnvironrnentsand fire antsthat "really sting." By the next
vignette, "Cleaning Nopalitos: Limpiando nopalitos" there was
no way to calm the wondertully noisy ground swell of storytelling and sharing.I was enteringtheir culture, :rculture ;rndtradition they were passionateto share(D. E. Freeman& Freemf,n,
2 00 1 )p . 1 0 9 .
'Ihese rrrc the words of Suz:rune,a
tcechcr who hrrd bcen couccrncd
that her stuclcnts,rrlnrostrrllof whonr
lre Letinos,were not succccclingin
readinsrrnciwriting. At a rcccnt strte
bilingu:rl cc-lucltionconlerence, she
l.rld bought nrlny books, lncl ncarly
all had l Lrrtino thcrne becruse sl.re
knew her clrtssrootnlibrery had f.;w
books rclltccl to her stuclc-nts'backgrouncls.Though shc cxpectcd her
studcntsto connect with thc books,
she had no idcl i-rowrnlrch cultr-rr:rlly
releventbooks would excite thenr.
Suzanne'sgoal is lbr rrll l.rcrstudentsto clevclopacadenricproficicncy in English. Her lpproncl'rto lite'racy instructionis lirnecllt hclping rll
her stuclc:nts
succeed.Titlc III oIthe
"No Chil.l Left ]Jchinc"l Act"
cleclares
tlut English learncrsshould
" .rtt.ri n E rrgl i sh pl oi i ci cncy" lr r d
"devclop higl-r levels <>t riclclenric
rttai nnl ent i n E ngl i sh... "ln : r cldirion, the icr calls fbr "high clualiry
l angurrge i nstrncti on ecluc: r t ional
progrruns" to serve limitccl English
proticient rrucl inrnrigrrrnt children
(G6rrrcz,2rtt)l ) p.271.
Suzluirte'is lr,vrr.' thrrt the kcy to
is r-eedqualiry lurur.ilge instrr.rctir.rn
i ng. K rrshcn (1993)poi nts out t hr t
N A BE
N E \,V S
5
the rnore people read, the more their
reeding comprehension r'vill improve
rnd the urore caprrblethey r.vill be of
fi nding cliffi cr-rlt,ircadenric-sryletexts
nlore colnprehensiblc'.For bilingual
. ' lr ildr c r r . r he b e s r,l p p ro e c h i s to
devclop their first hnguage litc-rlcy
irnd be sure they havc urany opportunities to rcad in both their first end
secondllnguages (Curnnrins,2(X)0;
develop acldenric proficiency in
English. He still rernernbersbuying
Vi ll asenor' s(1991) epi c i nrmi grrnr
story, Rttin of Cold for a collese
coLlrseon rnulticulturalisnr."lt wes a
lrtrgebook of 562 pagesand only one
of scverrl rve haclto read. I felt overwhclmed and hopeless.Reading in
Enelish was slow ancl such hard
w orkl "
That
book
becl rnc
Franci sco' s" home run"
book. Once he started
relding, he cor-rldn'tput
i t ..l ow n. H e :tdnri cs
tochy, "That was the first
book I ever reaclfronr the
bcuinning to thc end. It
wrls lmazing. I kcpt relivi ng l ny ow n cxperi cnces."
From thcn on,
Fr:rr.rciscobegan to read
books i n E ngl i sh l or
pleasure.He rcad stories
of the recent period of
history in his native El
Salvrrclorthat helped hirn
understand w hy
hrs
rnother cmigrlted to tl-re
United States inclr-rding ,4 Place
Wlrcrc the Sca Rentamltcrs(Ilenftez,
1955),Bittcr Crrttnds(Benftcz, 1997)
and Tfte WeightoJ'AllT-hinE(Benitez,
201)2); stories of migrrnt childrcn
whose expericnces rnirrclrcd
those of his family like Tfie
Cirurit (F. Jirrrcnez, 1997) and
Breakin.q 'fluough (Jirnenez,
2 ()0 1);stori esof
inrrcr ciry.
Research
that
shows
readbetter
and
students
readmorewhen
they
personal
make
withthe
connections
theyarereading,
books
Kr:rshcn, 1996; Thomas & Collier,
20()1). Suzu-rncknows her students,
who :rrebcing instructedin English,
necd the acldithcir sccond langr.rage;
tion:rl support tl-rat colnes through
engagenrcntwith tcxts that conncct
to their cultural backgrounds.
Reselrch shows thlt students rcad
bctter and read rnorc when thcy
r.nrrkepcrsonal conncctionswith the
books they ere rcading. Von
S pr ec k en an d c o l l e l g u e s (V o n
Sprecketr,Kim, & Krashcn, 2()(X))
for-rndthat studentstook off in their
reading once thcy fotrncl a
"horne run book," :r term
they borrowed from Clifton
Fadiman. Suzarrnecould tell
sl-re had for-rnd a home run
book wl-rer.r
her studer.rts
erupted r,vitl-rsnch enthusiasm to the
LonrasGrrza readins.
The key is to find books that
studentsL-onnectto in sornewrry.
F r enc is c o c r me to th e U n i tc d
St:rtes from El Salvador when he
was tburtccn. He had first language
literacy, but he w:rs strr-rggling to
6
JANUARY./FEBR UARY
200. 3
Hispanics living in Fresno rvhere he
went to high school rnd collegc'like
(Soto, 1()97)tnd Parrct
BrtriedOrtiorr-r
irrtlteOvt'rr(Mrrtinez, 1996),nnclnvo
of Villasefror'srnore recent trooks
(Vilhseno r, 2()()1) rrncl
Tl ti rtt'ctr Scrr-v'-s
lVil,l Sttps t't-fHt',tut'n (Vill.rs.'nor,
1997). The books Franciscochose
lre books that l-re connects u.'ith,
books thrrt clrrrr.u'
on his blckground
lr.rd cr-rlture.Throuch this extt'nsive
re.rdi rrrl .Frl rrci sco .lcr '. 'lopc. l t he
l cl rl crtri c E rrgl i sh ploiicienc; ' he
rrceded.Hc qrr.lu.rrc.lti-orrrt'oll1'qr'.
bec;rtre .r bi Ii ngu:rl t e. r eher . r r r r . l
recentl y cornpl ctcd his M r r st cr 's
degree. In fact, hi s M . A. t hcsis
i rrcl rrdcdsorrrcof l ri s trwr rir r r uiqr . ur t
stories that he plans to subrnit firr
publication. One book had helpccl
llunch Frarrciscoon l.risp:rth to succcss tl-rat r-rltirnatclyhas lecl hinr to
wrllt to bccornea publishcdluthor.
Culttrrelly responsivcteachingis
one of six f:rctors thc Cc'ntcr firr
Il escrrcl r orr E duc:rtit r r r Diver
.
sir y.
and Exccllenceidcntiiicci as le.rcling
to the cciucationrrl sllcccss of
Hispanicstudents(Padrirn,Waxnrrrn,
& l\iver:r, 2002). Onc w:iy to cnsirge
ir.rculturally respolrsivetelching is by
using cultr-rrallyrclevant books. For
Suzanne'sstudentslncl for Franciscr-r
the reading;of one culturally relcvlnt
i
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L
ilI
a
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i
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fi
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I
text paved thc rvly for the kinds of
c'xtensivereading that leads to high
lcvels of acadenic English proficiency. Research by Jim6nez (R.
Jimeinez,1997) confirns the irnportlnce of using texts that connect to
s t uc J ent s 'liv es. J i m 6 n e z s tu d i e d
struggling Latino/a readers. Thcse
students'literacyneedswere besturet
by using culturally lamiliar text:
T he link s th rt s tu c l e u tsrn e d e
benvccnculturrlly relevlnt text :rnd
their ol,vn b:rckgrounclscrc.rtcd
opportunitieslor n'rlkinginGrences
rrndlskirrgquestiol-ls.
Thcsestrltegic
:rcrivities,
in turn, provicled
the particip:rting studcnts with further
opportr-rnities
lor dcvclopingrheir
rnetacoqnitive
.lwrrencssof rercling
( p.241) .
Cloodrnan(1982)rc-portc'd
on extensive rcading tnisclte an:rlysisresearch
with clilfcrentpopr-rlations
of students
across the Urritcd States including
native Navajo, Hrrwaiiar-rPidgn and
Samoan.:rnclSprrnishspcakers.The
rescarchshowcd that readersunclerstood what therywere rcaclingbetter
.,vhenthey rc:rdbooks that connected
to thcir own cxpericnces.
...the nrorefhnrilierthc lrnguageof
the tcxt, the lctiorrsof the chrracters, thc rlcscription of thc scttinq,
the sccprcnccof the cvcnts-the
closer thc reedcrs' prcclictionswill
match thc author's exprcssionancl
the easicr the tcxt r,vill be for thc
rc:rd erto corrr pr c hc r r (dp. . l{ ) 2) .
Clay ( [9 91 ) n otes t hr t er ner gent
readers nced rnatcrials that are prec-lictable and that r sollrce of prcdictability "comcs frorn the child's
knoi,vledge oi what lnakes sense in
th e rca l wo rlcl o f lr is own r , x pc r i'W hen
encc.. "(1tJ3).
r eader s c ln
"'L
v ! r r^
. lt *
t'L
r r \ "'
r c : r d t o t heir
/
olvn lives .ind backgrouncl,they are
more engagedand have rnore success in reading. Freire (Frcire &
Mac edo, 1987) rn a k e s th i s p o i n t
p ower f ully by te l l i n c u s f h a t
"Reading cloes not consist merely
of decoding the written word or
l .r r r gt r r ge;r f , t lr er.i t i s p rc c c d e d b y
and intertwinecl r,vithknowledge of
the worid (p 29)
Freeman (A. Freeman, 20t)0a)
explored the topic of culturally relevant texts with Hispanic middle and
high school students in an Arizona
border communify. She had students
read the excerpt "Birthday Parry/
Curnplearios" about l birthday cc-lebration r'vith rr pifrata frorn Garza's
Fantily Pictrrrcs:Crtadrosde _familia
(Gl.rza, 1990). Freeman found that
the students made lnany
personxl connectiolls
with this book. Both
th e i r nri scuesand thci r
retellings of thc story
reflected a high level of
engxgement with the
text. In contrast, when
these sarnestudents read
a story that was not cultu ra l ly rel cvant. rhci r
nriscues and rcteilings
indicated lnuch lower
levelsof comprehension.
Gonsiderations
for
Ghoosing
Gulturally
Relevant
Texts
out "Wrile studies have shown that
culturally relevant texts help srlpport
the reading development of English
languagelearners,there hasbeen limited discussionabout how to determine the culturel relev:rnceto individual students"(p. 28). One rvay to
decide whether books are culturally
relevant is to ir.rvolvestudents in
assessing
them. Freeman developeda
Reading
doesnotconsist
merely
ofdecoding
the
written
wordorlanguage;
rather,
it ispreceded
by
andintertwined
with
knowledge
oftheworld.
Tcacherslike Suzar-rne
are convinced
of the ir.r.rportance
of findir-rgculturally relevant texts for their students.
Suzanne realized that the school
resourceswere inadequate,end so she
s p e n t hcr ow n rnoney to buy
th e b ooks her str-rdentsneeded.
Developing a collcction of culturelly
relevant texts takes a concentrated
effbrt. Not all books about Soanish
spcrkers,for exlrrrple,rre relcuenrto
all Hispanic students. Srxre books
mc rc l y perpetuatc stcreotypes.
Others, especiallythose published in
Spain,contain settillgsand cventstl-rat
areunfamiliar to nlost Latino studcnts
in the United States.Still other books
contain fairy talesor legends,and stud c rrts havc troubl c col l nccti ngpersonally to such books. Howevcr,
there are alsoan increasingnumber of
books being published that students
c i l r)c o nl rectw i th. In the ncxt secti or' r,
we ofGr a rubric designedto help teacherschooseappropriatebooks.
A Rubricfor Ghoosing
Culturally
Relevant
Books
Freeman(A. Freeman,20{)0b)points
rubric (see Crilnral Rt'lu,anceRriltric
on the following page) by modifying
an earlier list of qucstions from
Coodman (1982). Studentsirre rrsked
to rate each book on severalcritc-ria
including sociocultural factors, the
setting, the time period, the age and
sexofthe characters,and thc lanuuage
characters use. By discussing the
arlswcrswith their students, teachcrs
can better judge whether or not a
book is culturaily relevant for a p:rrticular gror.rpof students.
Teachcrs wc havc worked with
hlve used rhe rrrbric in v:rriouswnys.
Some have read a book that they
thought rnight be culturally rclc-vant
to a single English learner and then
asked the questionson the rubric.
They have been excited about how
thc children connect to tl.reeventsand
can extend the reading by comparing
charactersrrnd events to their o'"vn
families and experiences. Other
tcechersofolder studentshave read a
book they believed fit the qllestions
on the rubric and then had students
individually fill out the rubric. Still
others h:rve r:sedthe rubric as l blsis
N A BE.
N EWS
youeverhadan
Have
likeonedescribed
experience
in thisstory?
Rubric
Relevance
Cultural
inthestorylikeyouandyoutfamily?
i tt Arethecharacters
Justlikeus.
I
Notatall
youeverhadanexperience
inlhisslory?
likeonedescribed
2l Have
. . . . . . N0
Yes....
places
youlivedinor visited
likethoseinthestoty?
3) Have
Ye s...,
43 2 1
. . . . . . N0
thisstorytakeplacethisyear?
4l Could
No
Ye s....
,l
areto youin age?
5) Howclosedoyouthinkthemaincharaclers
. NotClose
atall
VervClose.
orgirls(lorgirls)?
intheslorywhoate:boys(forboys)
6) Aretheremaincharaclers
. . . . . . . N0
Ye s...
talklikeyouandyoutfamilydo?
7l Dolhecharacters
No
1
Voc
likethese?
8) Howoftendoyoureadstoties
. . . . . . Ne v e r
01 ten..
4321
of :t tcxt thcy relrcl
fr>rcl:rsscliscr,rssion
rrlouclto thc clltssol tl-ratthc clrtssrclc-ls
tirr rr litcrrrttrrcsttrdy.In tlrc fitllorving
scction, wc glvc cx:rnrplcsof books
th.rt flt c:rchrltrestiorrfi-onrthc rtrbric.
in thestoty
Arethecharacters
likeyouandyourfamily?
F r lr r c is c o,c lc s c rrb elct l th c b c g i rrri n u
of thc rrrticlc,is :r thircl grrr.lcbilingual tc'achcr,,,,'orkingrvitl-r Hisprrnrc
chilclren in :r
).rt rrr,/,1y,
\ \-..
snr.rllciw ol1the
:
Clllifbrnirrcolst.
FIc rcccntly rcc c i v c .l Ac l l ' s I
!
( i( r /r ,//,{ ( 1r
L o t,r '
d ttd
Sr t/itr t/,i) r ,i
,io r iii it.q o - t
/ffj;1 . liX) r )
,r s .r
gift bccaus.' hc
an.l his Anglcr
I A N U A R Y / F E B R U ARY
2 OO3
rvife h:.rvcjust lt:rcl l blby girl. The
char:rctcrsin this book rrrirror his
fmiily situ;rtiott.Thc book is:rbctttt:t
girl rvho spcnclsSlturc'hysr,vith hcr
ErrglishspeakineArrglo grer)clprlrcnts
rvith hcr SpurishspcrrkrrnclSunc.Liys
irru Hisprrnicerlnclp:trcnts.Frltrcisco
rcrrcltl-rcstory iuld thcn .'xplaincclto
his thircl srr.lcrs th.rt his b.rby girl,
hrrsEnglish-spcrrkNla1'rrEsnrcrrrlcli,
ki tt{ qr.ttt.l f.;tl ' i rrg .rrr.l \p;rtri .l t-rpr' rt
crrtslikc thc chrrrlctclsin thc stt>ry.
of r'vhrrtthc
This lecl to a clisctrssion
chilcl'cn in thc cl.rssclic'lrvith tlrcir'
ulrrnclplrcnts, rvhc'thcr thcy spokc
Eughsh or Sprinishn'itl-r thcm, rtnd
l o ts of Ll uesti onsti rr thc tel chcr
lvltlt lrtt'trrbout his neu' c1:rttghtc-r,
gr.r,rges
hc lrrc'lhis n,ite spokc n'itl.r
rh e i l b.r[rv..rtttll ttru i tttptrrt.ttti t ri ' .ts
to bc' Lri l i ngual .
W I' rcn S rndr.r
rcrtclL,i Tortillcrlo
(P rrul scn, 1995)
to hcr' l i nri tcc' l
tirrnr.rlscl.roolinq
u'hr'l
rret,conrc'rs
conre fl-orttrurrrl
m
horv cttItttrN1.(-rico, she clisco'u'crcc-l
:r11,v
rclev.rrrt tc.\ts crrn lcrtclttt collte Ilt
l c , r r r r i t t ( . r c ; r . l i n q . . r r r tl r vr - i ti l r g . Tl r i s
book clcscribcs htln' corll sccds ilrc
pl:in tccl, qr()wu, hrtn'cstccl rittcl ttt:it'lc
i n t o t o r t i l l r r s r 'v h i c l - r n o ttr i sh th c
utclrkcrs vu'ho thcn plrttrt ttiorc corti.
As Srrntlrl rerrcltltc book, hcr incliccrrous stu.lcrrts fl-ont ().txltcl, Mcxictt,
k c p t i n t c r n l p t i n g h c r t e l l i r ts h cr th cl '
hacl plrrrrtcd cortt, thcv Irrrtll'rtrvcstcd
it. thcy grortncl cortr itrto tlttttr lncl
nrldc tortillls by li;rncl likc' thc ptcttrrcs in thc book shtxvcd. Thc ciess
d cciclcd th rrt th c sttrtlctits fl'orn
()rrrrrcrr shotrltl dctttclttstr;rtc all rhc
stcps fxrnr thc cortt to tl-rctortillt rrsrt
rcal lifi' cx,tntple. Attcr thc clrrssltacl
thc prc'rccssrtrrclthe tttritcrirliscr.rssccl
:rls nccclccl firr thc rictiviry, Srtrrclrrt
bor.rsht thc irrgrcclicrtts.etrc{thc stttclcnts brouglit the ttcccssrrrytttcr.rsils
itrc'ligcnolts
hr>ntc.
Hcr
fl-onr
Mcxicltr T"r-iclrrirrrtc'lMixtcc() stLltlcnts, rvho usullly 'uverertshrrtttcclcti
thcir ctrltr-rrc lncl lntrgtrrrge linritlTh csc
t i o r r s , b c c u n t c t h c e \ pcfts.
s t t r c l c r r t s r l c l n o n s t r i t t c cJ tl r e stcp s
r,r,hilc the otlicr- stuclcttts to()k notcs
on tlrc rvltolc prmccss.
- I 'h c c n t i r c
c l . r ssr o o tn w l l s
cnglrgccl.Tltc strtclcntsobscrvittg :itrcl
trkiilg n()tcs wcl'c rcspcctful of thosc
r r o | k i r r q . . r r r t l t h r '1 ' \ \ ( 're .r tte n ti Vc t( )
tl.rc rvliolc proccss. Evcrybody rvls
rrn lctivc p:trticiprrtri6,.rttcl tl're cottks
shinctl rrt bcing thc cxpclts in titrut of
rl're'irpecrs rrncl thc te:rchcr. Ilv dr:tu'ing orr hcr stuclcnts' cultttrrrl ktroutlcclgc unc'l usinq l cr.rlttrr:rllyrclcvltt-tt
tc'rt, Srrrrcl'rr fburtcl rr ri':r,v to l-rclp
t h e r t t s t t c c c c c l i r r sch o o l . Th c'v
c\pilnLlcd the ir lircrrrcl', tlrt'ir ctltrtc'ttt
knou'lcclgc. rrnclthcir Enqlish.
Anoth.'r bottk thrit rclrttesto sttl.lcnts' cxpcrietrcc: is britri,ls -liortttltc
(.)ortrirttrcJ
ttttl\1.*' I I
()rltcr Si,lc: Sliigo-. dt'l ttlro ltdo
(A nz , ilt J u. r , 19 9 -l ). T h i s b o o k i s
es pec i. r lh' : lpp ro p ri :i tc ti rr th i rc ' l
t lt r ' , r 11-l11
if ihs r ' .t.l c rru l tu l i v c ,rl trttq
thc' borc.L'r'
o1-thc Unitc.l Strrtcs.rnrl
, \ lc x ic o. W I r c n tc rrc h c rsi rr s o trth
Tcxrrsrerrtlrhis Lrook.rlrout .r Younq
g ir l uho hc lps l \' ()u n gb o 1 .:rn d h i s
n r ot hc r t i- onr" t h c o th c r s rd c ." c l i s c t r s s iortr- r it c nt u rl s to u n c l o c u n rc " rttc. l ir r r r t t r qr - : ll rtsi u, r o ftc n -i q n o rc tl
lcrrliq' rrlonq thc bor.lcr. Stucicnts
rr ho n'crc born trr rhc Urritct'lStrrtcs
stuclv :tlonqsic-lc
t>th.'rsrvho cithcr
liv c on bot h s i d es o f tl rc b o rc l e r,rr
r v ho liv c in f c r r o i c l c p t> rtrti t)lul 1 )ti l
thc v c ; r n. r r r r ll g c l c g .rl U .S . rc s i clc r ic e plpc r s . l )i s c r.rs s i o no f th e
c v c nt s in t his sto ry h c l p s s tu rl e rrts
tlr ink r t boLr t hc c l y n l rrri c si n th c i r
o r v r i c l: r s s r r ) ( )1c1()l
1 l rrl ru rri ty . fh c
b ook br ings t lr c l ru n ra nc l c n rc n tso f
sutli'rtng lrr.l rrlicrrrrtiouto thc sur- ,
f ,t t e . t t t . l ( ' r ) r ' ( ) u r.lq c\ str tr le r r ts t( l t.llk
;rlr.rut
tlt. ir Ir(ju(lic('s:rn.lf.'.rrs.
Haveyoulivedin
or visitedplaceslikethose
in thestory?
()scar, l high scl-roolrclclirrg rrricllanqu .rgc.lrts tc.te lt r ' rir r : r r t r r . r l t ' onr lr u-
i
:
;
:
i
i
i
'
Gould
thisstorytakeplace
thisyear?
Wl-rcn Yvonuc
rcltl CoirrqFlorrrc
(B u n ti ns. 1998)
rrr
hi'r'
S r n r o n S i h 'r . B a r b l r r r r cr r l s th e
Sprrnishvcrsiorr oirlr.' book iir\t .lltrl
t h c : t u c l c n t s c l i s c u s si t . L .r te r i n th c
vcrrr, u ltilc tlrc stuclcrrtsitrc cr)qilq!-(i
(rr-l, l rr r li.
clrrss,
sherc.riize
tl
,,- :.- t, 1,. .1. ..
LlLlrLNr\
L IJ( l (
.t- :..
L r r t)
book u.rrscspccirrllr.
rclcr-rrntto cclucirtors. In this storv two chilclren
b ro u ght up i n thc U l i ted S trtrcs
r , ' lt t , 'r t t t r l v r r 'r r r 'l l r . r c k t ( ) t - t t r . t l
Mcxico s'ith thcir prlrcl)ts to spcnci
Clhristrnas rvrth rcl:rtivcs thcrc. ()n
r. . ,lr' , h
. . , I'r r . t h r 'r ' d i s r 'r r v e rt-l ) ( 'i I f o L ) t \ : l l t r l
lr r ' r ' ir r frr nt)tl t'l -sf.l )rl
fl tr'
i .tC ri tl .r'r
rcrcls'Ilir'(linttit
( F . J i rrrr(nc z ,
1 9 9 7 ) to rrrd
kf't
i l ' i th h i s s tu i -r 'l
c l e ti ts b c c rru s e
th c i r fi rn ri l i c s
.-i 1
have rvorkcrl in
rrgriculttrrc .rll
thcir livcs. Thc'
F -rrn .,st{ fi mcn cz
rl u t]ro r rv ri tc s
rtbout thc rrrca
Oscar's stndenrslivc in, t.rlks .rbout
pirrccsthrtt thcsc str-rclcnts
knorv, rrncl
tu
rft
f
&.I
, lere t'i[,.'i t\ptt'iq li' 1' r t lt c l' t , r t lt t ' ir '
relrttirrcshrrve hrrcl. Thc' stttc{cntserc
ir.rtc'rcstetlin th.- short stories irr t]re
book, rrnci rhev crgcrlr' c[scuss thc
L'vcrrtsin th.' stor'\r.
i n . r n i n s c c t u n i t , s h e r c n ti n cJstl tc str - r c l c r r r so t 't h c s t o l v s h c r e r cl c:r r l i cr i n
Splrnish its ;r prcvic'\\' ;tnrl rc;Lrlsthctn
t h c E n g l i s h r , c r s i o n . H c r sr L r tl cn tsr cl l
hcr. "Es tristc porrlrrc Fnrncisctl ncr
t i c n t ' r r r n r g o s . " {l t 's s , t c l b cc.tu se h c
.krcsn't lr.rvc tl'icncls.),lnrl thev conr ) ( 'c t t o I r i s l r r o t l t . r ' I {o b t'r 'to l r el p i r r r :
h i n r . " l V l i h c r r n : r n o r t r c l l cvn a l l
e 's c u c l : r t . r u i b i . ( n .
l n : l c str i l ."
( N {}'
thcir prrrcnts nrrrclc'lirr thcnr. Aitcr
rcecling thc story. onc' tcrrry-cvccl
brothcr
tc:rchcr rrrisccl lrcr hrrrrcl lrncl s.ricl.
"-fhilt storv tlr-rqht nrc how iurpor'*
tiuit it is thrrt nry stnclcrrtsg<, b:rck to
te:rchcr). ln .rclclition, thc stuclcnts
noticc tlrc p:rrt of thc story r,vhcrc thc
ceterpillrrr turrrs rrrto ;r btrttcrflv ;rnd
Mexico firr thc holid.rvs. I'vc llr,vrrys
. ot t t pl r r i r r c t l r r r r t lr v t r n c l e r c du l r y p r r r -
c()lillcct thlt to tlrc cocoorr thcy lieve
bccn r.vlrtching in thcir clrvu cllrssr o o r n d u r i r r g t h c i r : s c 'i c r r cctr n r t.
c lr t s t l k c t h c i r c l i i l c l r c r ro u t o t s c h o c r l l .
I ul)dcrstilncl e bit bcttcr norv." Tltc
firlkrwins wcck, rr high school tenchcr
rcportcd th:rt shc hacl rcecl tlrc book
to hcr stuLicnts th:rt r,vcck rrrrcltlrrrt
lc ec lin g l c c l t r > a c l i s c u s s i o n t l r r r t
cruscci scverll of hcr sturlcrts tc) trllk
lbout holv thcir vicr,vsof livirrg irr thc
rr itt'. rv.rlks with l. r nq t er r r r Er r glis lr i Unitcd Strrtcs wcrc cliflcrcnt frorrr
lc .rlrrclswh,r lr.rr c [ . c c r r ir r t lr e Ur r it c t l i tltcir plrents' vicws lnci how harcl it
5t:lte s ti'()rlrt':trl y t ' lc t t t r ' nt . r r y s c lt r r ol. i r v . r s f i r r t l r t 'r r r l r n t l r l r c i r p . r l t 'r r r s t r r
r) cvcr rr'c('iVetll t or r s is t er r tlr ilingr r . r l i uDclcrst:rnd lncl lpprccirttc errcl'r
p r()qr-tlil)trr le.r|r r et l r o r e. r . l. r n, l wr it e i othcr. The book is cspccillly vahurbie
ir r Sp.rrrrslr..lr)( l \ t r us qlc r r t lr v wit lr i bccuusc it connccts r,vitlr thc currcnt
relcliug :tncl writing in Enqlish (Y. : rcrrlity of rrrrirry Mcriclri Arncric.in
Frccnrrtn& Frct'nrrrn,2(X)2). ()sc.rr
stu.lcu ts.
CIRCTJIT
r r r . r l l vp . r r r o l J i r r r t 'r r t 'z ' T ltt C i tttti r ( F.
Jinrc<ne-2,1997) .rnd rs lorv .t chil.lrcu's book beriutifirllv illustr.rtcci bv
Howclosedoyouthink
themaincharacters
areto
youin age?
liirbrrm tlncls tlut lrcr nrrtivc Spluish
spc:rking flrsf grlclcrs love to hc:rr hcr'
t't',tristrrt'iestltltt t-.'l:tt.'t. tltcir t'rpe.icrrccsculturlllv .rncisocilrlly,lncl are llso
r r bout c h i l d r c n
t heir o r , v n a g c .
lJrrrbara terichcs
in rr rr.rnrl school
lr,'here tn;rrtv of
tlrc stttclc'ntsrtrr'
r r r iglln t
chrltlrcn. Ln rtrtrif)()-r.i (Jinrirrcz,
19')8) tvls oriq-
b r i n g s l l r c t o sch o o l to o ,
Aretheremaincharacters
in
thestorywhoare:boys(for
boys)
orgirls(forgirls)?
Lindl tcrrchcs Errglish .rs rr Sccontl
Larrgurtgc'itr rtrt urb:ru high sclrool.
Sl'rc' rclcls hcr stuclcnts thc book,
,4tttit'it,t is Hcr N,lirc (lloclriqttcz,
l ( ) 9 7 ) . T l r i s b o t >k i s r i l r o u t n Pn cr to
l{icrrr girl ir.r thc big city. Linch's
fcrrr:rlc sttrtlcnts
flncl this book
cspccirrlly rclcv'lrntbcctruscfhc
eharlrcter is lr
liigh school sirl
i n . r c i t y u 'l 'r t r
str:trggles rvitlr
tc.rchcrs
lrncl
s c l . r c l o lo f J l c i l l s
r.r'ho tlon't t-rnclcrstanclhc'r. Lirrch's
\ t l l r l c l r t s s c c t h c n t l r i n cl i :r r r r ctc'r ,
Anririca, clcvclop prriclc in hc-r crrlfurrl loots. ln tlrc book Anrciric:r hrts
.i teaehcr likc Lirrcl.rlvho cncttur-rrgcs
l.,u)'[",,"i;1r"r,,. I t e t ' r t t t . l e n t s t o t v r - i t c l ' r l ctl - \ .r r r t{
rvritc' ;tlror-rtrhcir livcs rintl expclicnces. Linrl:i has fbunrl othcr books
that bovs in hc'r cl.rssc()nl)cct to nl()rL'
tilly. ()nc book .thrrost rll thc bovs
t 'r r . j c r vi s G i r r y S ( ) t o 's B r r r r r l ( tr ti o tr s
(Soto. lt)')7). .i st()ry rrbout a bov n htr
is tving to csc:rpc thc violt'rrc.- in t]rc'
N A BE
NEWS
11
big city where he lives. Many of the
boys in Lindr's classcau see thenrselvesin the nrlin characterof this
powerful story.
Dothecharacters
talklike
youandyourlamilydo?
Bobbie Salinrs' Tlrc Tlvt'c Pig-r Lo-s
trcs ccrd()s,Nrac/ro,Tittt attd lfiq'rrcl
( S , r lin. r sl9(
, ) fi ) s c rv c dl s rn e rc i ti rrq
shered reading for Mrnuel ls he
r.vorkedrvith r snr:rllgroup of strugslin.t
D- "' 5
tr r i.l.llo
schoolHispanic
reldc'rs. These
b o y s i n rme d i Nocho,Itl,
ately
connectcd
lMbucl
to
the
i.rnsrlxge
lobbi Soiinos
of thc characte rs a n d th e
detriled rrrt in the book rs well as the
hunrorous characters lnd events.
They noticed thc detailsin the book
and olle boy cornmcntcd that
Nac ho' s ho u s e l o o k e d i i k e h i s
rrbuela'sin M6xico. Another comr r r ent c d t ha t rh e s o rrp c d u p c .l r
lookcd like a primo's (cor-rsin's)
car,
rnd all noticed thrt the pigs liked to
cet hornemade tortillas. They
laughcclthat the wolf s nanrewasJosc<
and the pigs said, "No wry, Jos6."
when they wouldn't lct him into
their houses.Thcy cven noticed that
one pig, Migucl, had a bilingual tee
s hir t r c adin g " L e e r e s p o d e r:
I\eaciing is power." This familiar
s t or y c onne c te d to th e s c re a d e rs
becausethis version includes in the
text l:rnguase, phces and. things in
their own lives.
Howoftendoyouread
storieslikethese?
Recently, :ls xr-r assignment for
Yvonne's gradu:lte class, stndents
were asked to rexd a cultur:ally relevrnt book to a studc-ntor uroup of
students lr-rd adnrinister thc' rubric.
Yvette, e bilingural teacher, was
appalledwhen the studentshe interviewed anslvered,"Nuncr."(Never)
to the questions,"Hor,v often do you
read stories like these?" 2Nr-rnca?
Yvette lsked. "Never." her student
ir-rsisted.
Our concc-rnand our erperience is th;rt bilingual students in
12. ' A NUARY
/ FEBRUARY
2O O 3
schoois we visit in Celifornia lnd i l-Jrrrrtirrq,E. (1998)- Coit4qHontt. Nc'rv york:
H.rrpcrTrophev.
more recently in Texls rrrenot read- i
ing cr"rlturallyrelevlnt books very i C t.r1', M. (1991). B tou ti t.g Li rt,r,trt: l -l tL:
Cottstntttiottof' Ittttt,t Corrfnr/.1)ortsrtrouth.
often in schools.Chssroom libraries i.
i
N H : H ci ncrn;run.
do not have enough books and cer- :
__
(l ()()r)). L,rrr1,rr,rq'1)r'
,. rrrJ,1r,/
tainly not enough in str.ldents'pri- I C tttl :ttttItr. .1.
Pr',irg,'g1,:
Bilin{ml Cltillrut;, ,1,,'6l1l.i.rlirt'.
i
rnlry langu:rges.
Even r,vhenthere rtre I
Tonlu'rrnch, NY: Multilingu.rl M.rttcrs.
books in Enelish or in nltive LrnFrc.'nr;rrr.A. (2()lX)r). C,rrr.iir/r'rrnrrr.r_firr
r/a...,/r'rguages,ferv of those books h:rve the
tion of-tttltttnlly rt'lu',utt tt.\'r. UnpLrblish.'d
char:acteristics
thrrt the cultr.rrllly rc-lLrnpubl i shcd .rrtrcl c , LJ ni v c rs i tr. oi
A ri zon.r.-fuci on. A Z.
evrrnt rubric cllls tor: ferv books rire
about the prcselltexperiencesof the
Fre.'rrrrrr.A . (2()0()b)..S r ' /rtri rrr
oS C ttl rttni l l y
R t[t'tnttr7i '.r.t.Tucson, A Z: U :ri v c rs i n' oi
studellts, ter,vbooks hrrve charecters
A nzonl i .
that look like. .rnd telk like rhe stuFrcctnl n, l ). E ., .\ Frccrnrrn,Y . S . (l Ot)l )
dents, ferv books have scttillgs the
Btttt t't'tt I I itlds: --l;11,.i.i
1r Sr,ri),r(/I-dl,(t/ri{lr,
students recoenize, :rnd fer,v books
,l rqri si ti ott,(2ncl cd.), Ibrts urouth, N H :
include thc-kinds of everyc'lay
expcriH c'i rre
rtrrrnn.
enccsthe studentshrrve.
Ftccu.trtn,Y.. c\ Frccmrrr, I). (2t)t)2). ()io.ririt'
A few yelrs ago one might luve
tlk' .4dtiL'r,t'rtn'ttt
Ctp: Hut nt RcadtLirttirLd
Fontml S cl tool i tt,q
tttd L ott,q-Tt,ntt
F,rt.ql ts l t
lrguc'cJthat thcre were uot nrany culLtantt'rs.P rtrtsnrouth.NH : H c i rrc rrr:tnu.
turrlly relevant books avaihble.
Frci rc, P ., & M.rce.i o, l ). ( l 9u7). Li rraty :
However, now, ilt least for Hispanic
Rcadirt.qtltt Ll,itrd and t/rt, ll,irrl,/. South
stllc-lcntsanil especially those with
I-{lcllcv.MA: l3crgin rtnclOrrvcy.
Mexicln origins,therearebooks that
(l arz:r,C . L. (199(D .Fdtti l y P i ttttrt::C rnl ros dt.
connectto stndents'preselltliveslnd
Srn Frrrncisco: Cllrilcircn'r llook
./arrrilr,1.
realitics.Bilingual and ESL conferl)rr'ss.
cnccs :lt statelrnd national levels clis()rrz;r,C . L. (1()()(,).
Itt L'[y F duti l y 'E n ttti .l dttti l play rnany such books lnd on line
i rr.S rrnFmrrci sco:C hi kl ' c n' s [J otl k P rc s s .
resorlrc<:srrre evailable with simplc
()rl rrrcz,J (2(X )l ). N ' (-'l ri l r/Ltfi R c l ttttd..1trof'
searches.
2001: T itlt II[: L,rtt,gtit,gc
Ittstnrtiott .[ttr
Littittd L.tt,glisltPrLtl-itit'ttttttd Itttttti.qntttt
Pltrlo Frcirc lFreire & M.rcedo.
Srrrdcrrtr(Ootriircncc I\cport No. l()719t37)lias sumrnarizcd tbr us rhe
.)3-l). W:lsliirruton, l).C).: Thc N.rtion.rl
importance ttf connectiug what stu(l l crri nl al tousefbr B i l inguaJ E c l l rc rrti on.
clcr.rtsrcad to their livcs, and we ls
. Thc (icorgc Mshington Univcrsirv.
cciucatorsshouid not forget his words
(lootlnr:ru, Y- (l9lJ2). l\ctcllinlls of litcrrtrrre
aswe work to nrakesurethat r-robilinl tncl the corrrprchcnsiorrproc es s .' /7rr,,r11,
itttu Prattirt': Cltildn'tt's Lirt'nilrc, XXI(+),
gurrlchild is ieft behind. Freire wrore:
30 I -307.
"Reacling thc world alwlys precedes
[]os ton:
reading the word, and reedins the
Ji rncrrcz,F. (?(X )1).B rcaki n gT/rorr,g/r.
Floughtorr Miltliu.
word implies continually reading the
'fl tc C i rttti t: S tori t' s -l i on
rl rc
worlcl" (p 35). The teachers wc
Ji rrrtl ;rcz,F. (1997).
Lilc ol- a I'li,qnttt Cltild. Albr-rcprcrc1u...
describehere haveusedculturally relN .M.: U ni vcrsi ryof N cr v Mc x i c o P l c s s .
evant books to ensure that their stuJi rrrel rrcz,F ( I 99l J). Li ti l ttti ])os n.l J os ron:
der-its ;rlways collnect rc.ading the
H oughtorr Mi ffl i n.
word with readingthc-irworld. O
References
Ad ;r, A . F. (2(X )2). I Lttt,c S nttrdays,trnl
I)(),,11/,{()-{.
Ncrv York: AthcDcutn Books.
Ar.rz.rlcltir,
G. (1993). Friuds.firrtttfu Orlrcr Sida.
Sun Fr;rncisco:Childrc-n'sIJook Prc'ss.
Berritez, S. (1955). .1 Pka' I I 7r'rr r/rt' Sca
R('r,,r',,,h',:..
Nc.tv York: Scribner.
Berrftcz, S (2002) t'|rc ll'cigltt ,rl ..1// T/rirrq.i.
Ncrv York: Ht'pc'rion Prcss.
[3cnirc-2,S. (1997). Birn'rCnurtnis.Nerv York:
Pic.rclorUSA.
R . (1997).Thc' stnt c gi c re.rdi ng.rbi l Ji rrrc:uc'2,
ttics rnd potcl)tif,l of ti,c lorv-lirer.rcv
L;rtina/o rcrclcrsin nricldle school. Rr',ziirrq
Rtsttrtlt ()tnrtt'ti),,if (2). 22+-243.
Krrsfrcrr, S. (1r93). Tlu, Pitft'r ,1/-Rr,,rrliri.g.
EnqlL'\\'ood,CO : Libr:u ics Unlintirccl.
K r.tsi rcn, S . (l 99fi ). Ltni l t,r. 4rrttk : ' l ' l r Ont
,1.qnitrt Bilut.gtt,tlE,lnatiot. Culvc'r Clin':
L.ttttrt.rgct..l tt..rtr,l rrA .r,rql .1J q5.
Mrl ti rrcz, V . (1')()r)).P ttntti rtr l n' (),l t: ,\[t t,td,t.
Ncrv York: H.rrpcrCollins.
Curtirrttcdorrpaga28
k12.va.us/VD0E/
accessed
atwww.pen.
ishS0L02
html
Superintendent/Sols/Engl
Annual
Measurable
Achievement
Theannual
measurable
0bjectives:
achievement
objectives
forEnglish
language
proficiency
arelrsted
asindicators
under
rntl.eEnglish
each
standard
Language
Proficiency
Standards
ofLearning
forLEP
Students
document.
Roberta
State
Contact:
Schlicher
(rschl
ich@mai
l.vak1
2ed.edu)
rro ovnonl od tn mooi i no $f2[g S tandafdS
based
onthestate's
newELP
standards
English
Language
Proficiency
established
forallstudents
There
areno
Standards:
West
Virginia
hasestablished
a
separate
forLEP
standards
students.
Content
Standards
committee
todevelop
Measurable
Annual
Achievement
English
Language
Proficiency
standards
with
[/leasurable
0bjectives:
achievement
a January
2003
fordevelopment o b le c t iv
deadline
inecslu dt heef ol i o w i nNgu: m b e r
andncrcentane
nf IFP sl'r dentwhO
s m ove
Annual
Measurable
Achievement
0bjectives:
TheStandards
committee
wili
upfrom
onelevel
toa higher
level
inEnglish
prof
proficiency
also
beworking
todevelop
iciency
andliteracy,
Number
and
dpqnr i ntnr q /nhr pnti v oq\
percentage
whoexitfrom
ofLEP
students
programs;
SlaleContact:
Amelia
Davis
Courts
ESL
Number
andpercentage
of
(aadavis@access
k12wvus)
LEP
students
whoarebeing
monitored
after
program;
WASHINGTOI{
from
exitrng
ESL
Number
ofLEP
wlsc0r{snl
whotake
students
theWSAS/Terra
Nova
Language
Proficiency
English
jnation
progress
fromone
exam
andmake
Assessmenls:
Washington
willuse
English
Language
Proliciency
profitoanother
from
minimal
basic
Prof
icrency
TestSerres Assessments:
MetriTech
s Language
TheState
ofWisconsin
SEA level
andadvanced
levels;
andother
meas(LPTS)
approved
thefollowing
commercial
assess- cient.
(8091.
proficiency
urable
objectives
ofEnglish
English
Language
Proliciency
ment
instruments
forLEP
students
LAS
level
1 students
willprogress
byone
Standards:
Washington
developed
ESL
lPT,
MAC2,
andWoodcock-Munoz
For
level
inoneyear:
B0%
ofEnglish
Standards
alrgned
tostate
standards
theyear American
Indian
students
School
districts language
leuel
willprogress
2-4students
prior
yearbenchmarks, have
toNCLBThis
thechoices
ofaooroved
commercial proficiency
byone-half
language
level
inoneyear;
and
resourcestesls
expected
outcomes,
andidentified
0rstate
standardized
assessment
proficiency
level
ofEnglish
5 will
tomeet
them
willbedeveloped
aswell.
instruments
forreading
andwriting
assess- B0%
become
fullyproficient
intwoyears.)
grade
These
willbebased
onstudent
namely,
cluster ment,
Wisconsin
Reading
Weroha
Dr Seree
(elementary
levels
middle
school,
andhigh Comprehension
Test
andWisconsin
Student StateContact:
(seree.weroha@dpi.state.wi
us)
proficiency
school)
andEnglish
levels
Assessment
System
employing
Terra
Nova
(beginning,
rntermediate,
andadvanced,l forreading
andlanguage
at
4th
arls
Bth,and
grades.
TheWashington
standards
ForAmerican
canbeobtained
at 1Oth
Indran
students WYOMIiIG
grant/
proficiency
http://www.k1
2.wa
us/mi
withlimjted
English
theinstru- English
Language
Proficiency
performResLi
braryESLStandards.asp
ments
areused
tomeasure
student
Assessmenls:
Wyoming
the
admrnistered
Annual
Measurable
Achievement
ance
onreading,
writing,
andlanguage
arts
LAS,
lPT,
andWoodcock-Mufloz
proficien0bjectives:
lnWashington
State,
schools toseeif theymeet
State
standards
language
assessments
ofEnglish
joined
willsatisfactorily
transition
ELLstudents
tofull English
Language
Proliciency
The
State
the
Mountain
West
cy.
pr o fi ci ency
En g lish
inallE nglish
language Standards:
Wisconsin
hasestablished
lev- Assessment
Collaborative
withother
states
to
proficiency
proficiency
modalities
based
onthesliding
scale.
elsofEnglish
andliteracy
skills develop
a language
that
test
State
Helen
Malagon
Contacl:
forLEP
students.
TheState
isworking
Wyoming
willimplement.
on
(hmalagon@ospi.wednet.edu) English
proficiency
andliteracy
skills
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Dr Paul
StateContacl:
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