Cultural Mirrors
Multilingual and Multicultural
Literature that Promotes Academic
and Personal Success for ELs
N AT IONA L A S S OCI ATION OF BI LI N GUAL E DUCAT I ON
A N N UAL CON V E N TION
FEBRUARY 13-15, 2014; SAN DIEGO, CA
For Young Latino Readers, An Image is Missing
“Research on a direct link between cultural relevance in
books and reading achievement at young ages is so far
scant. And few academics or classroom teachers would
argue that Latino children should read books only about
Hispanic characters or families. But their relative absence
troubles some education advocates.”
“At Bayard Taylor Elementary in Philadelphia, a school
where three-quarters of the students are Latino, Kimberly
Blake, a third-grade bilingual teacher, said she struggles to
find books about Latino children that are “about normal,
everyday people.”
My Response
What happens when our
students’ languages &
cultures are not valued in
school?
NJRP-Pablo’s Story
Beginning EL Characteristics
•Have little or no ability to:
• Understand spoken English used in academic and social
settings.
• Speak English in academic and social settings.
• Use the English language to build foundational reading
skills.
• Read and understand English used in academic and social
contexts.
•Do they have L1 skills??????? See their assets!
•Do they have life experiences??? See their assets!
The Role of L1
The first type possesses first language proficiency.
◦ Native-like L1 learners
◦ Apply L1 rules as they learn English
The second type has limited L1 proficiency.
◦ Do not have a firm grasp in both languages (K-2)
◦ Apply L2 rules when they use L1.
Cultural Mirrors, Bilingual
Poetry
Latino in U.S.
El Salvador
Bilingual “Children’s” Books with
Mature Themes
Languages: Vietnamese
Hmong
Chinese (not Cambodian)
What Works with Beginners
•Listening
– Opportunities for rich and varied experiences
•Speaking
– One-on-one or small group (4 or less)
•Reading
– Mirrors life experiences
– Promotes incidental connections
•Writing
– Integrating L1
– Interactive writing
– Multi-Genre Projects
– Focusing on content not format
Culturally relevant English novels
with many R/W/L/S activities for
support
Cultures: Mexican
Japanese/Mexican
Korean
Intermediate ELs
• They have developed some degree of fluency in their writing
•Relatively large sight vocabulary and automaticity in reading
•Can speak English well enough to negotiate meaning in a discussion group
•Needs:
•
•
•
•
Develop academic vocabulary in English
Sustained reading in English
Sustained reading in the L1
They need hook-books!
Role Models for
Spanish/English Bilinguals
https://read.amazon.com/?asin=B008RLJMK8
http://www.pinterest.com/drmstewart/l%C3%ADde
resleaders-thematic-unit/
http://www.thelearningpatio.com/biographiesbiogr
afiacuteas.html
Return to Sender/Devolver al
Remitente
Immigration, Deportation, Coyotes, Why do people come to America?
Literature Response Groups
Go deeeeeeeep into the book and its themes, characters,
and plot
A student can use the L1 for support and discuss the book
in L1 or L2
Get kinesthetically involved: Notebooking
Allow ELs to be the experts on the themes even if they
are not yet fluent in English
English Novel with Relevant
Themes
Read aloud
Think
Write
Pair
Share
EL might become the
experts.
Experiencing the “new”
is a universal experience.
Culturally Relevant Annotated
Books
Advanced ELs
In academic and social settings (with some support)
Can understand grade-appropriate spoken English
Participates comfortably in most conversations and academic
discussions
Has enough vocabulary and command of the English language to write
in a grade appropriate manner
Can read and understand grade-appropriate English
Why read online?
ELs are already online
Higher engagement
Multi-media
◦ Audio and visual
Community of readers
Social media
◦ Share culture and ideas
Culturally Relevant Online Text
International Children’s Digital Library
Example
◦ Adventures of a Nepali Frog
Culturally Relevant Online Text
Blogs and wikis
o Travel destinations
o Conversations
Example Websites
Interactive news stories
◦ http://literacynet.org/cnnsf/home.html
International Children’s Digital Library
◦ http://en.childrenslibrary.org/
Student conversations
◦ http://coasttocoast.pbworks.com/w/page/15273075/Conversations
Digital storytelling
◦ http://nativehealth.org/gallery/video/view/93
Strategies for online reading
(similar to print reading)
Preview
Prior knowledge
Key words
Bolded words or sections
Pre-teach/preview vocabulary
Pair advanced with advanced high or bilingual classmates
Advanced High ELs
Literature circles that differentiate
for ability, culture, gender, genre,
and interests.
Book Pass
Poetry Responses
Reader’s Theater
Advanced High ELs
Book Pairings
Culturally Relevant Literature
Places to find diverse adolescent/YA literature:
Arab American Book Awards
Asian Pacific American Awards for Literature
Notable Books for a Global Society
Pura Belpré Awards
Skipping Stones Honor Awards
Tomás Rivera Mexican American Children’s Book Awards
Worlds of Words (wowlit.org)
Connect with us!
Slides at MaryAmandaStewart.com
@DrMandyStewart MStewart7@twu.edu
Speak American: Be Multilingual
http://m.utsandiego.com/news/2014/Feb/12/speak-american-bemultilingual/