Multicultural Education is an educational strategy that builds on the student’s culture to create an effective classroom instruction and school environment. Before teaching Multicultural literature, we need to study our community, its needs and our own cultural biases. According to Belinda Y. Louie one should examine their own culture biases before leading their students into instruction on diversity.
Teachers must be very organized for multicultural education because it takes extra creativity, more effort, and courage on the teacher’s part. As educators we must be open to what the students are doing and why they are doing this. Example: In some cultures the students are very touchy and a teacher may not be use to this or find it offensive. The teacher must explore the different learning habits of his or her students. Example: Most of the shy students will not say a word unless called on and they believe what the teacher says is true.
Teachers must create an open classroom and discuss cultural differences. An open classroom will create communication and in turn will establish a positive learning environment.
The teacher should introduce the language and culture of all their students. This shows students that their culture is important. This research was conducted using qualitative strategies to explore how multicultural literature is implemented with an interactive grammar approach.
Why use Multicultural Literature to teach an Interactive grammar method?
The importance of using Multicultural literature is that it helps break down barriers between classmates. It allows us the opportunity to get to know each other and gain knowledge of different genres. This type of literature shows how cultures are different yet very similar to each other. It can be used to show our biases towards other cultures.
Literature is a major tool for communication. According to Wham, Bainhart, and Cook (1996), children who were introduced to multicultural literature had a more positive attitude towards different cultures. Multicultural literature raises children's self-esteem, allows children to understand how and why each culture behaves, believes, and does certain things. Huck.C.(1990).says that literature is a mirror and a window on life. As readers discover other experiences through literature, they find themselves, reflected in books.
Using literature allows students to gain personal connections and gain new perspectives on life. Combining the interactive grammar method with multicultural literature will provide students with the tools they need to acquire grammar and enjoy the readings. The teacher’s materials have to be authentic and clear so students can be immediately drawn and interested in the class.
Research shows only a small number of multicultural books are well written and available. Few multicultural books are published and authentic. In order to increase children's multicultural literature there must be an increase of minority authors. Large publishers need to take the responsibility for publishing these books.
When evaluating authenticity, we need to make sure the text contains no distortions or omissions of history, and no negative or inaccurate stereotypes of ethnic groups represented. Also, no malicious insinuations should be printed. The lifestyles of the characters should be genuine. The speech in the text has to accurately represent the oral culture. The author and illustrator need to have background qualifications to represent the culture authentically. Short.G.K.1997. says that through the use of literature students can make connections that lead to powerful learning and meaning-making.
V. Bibliography:
• Gollnick,D.M &Chinn,C.P.(1998). Multicultural Education in a Pluralistic Society 5th edition. Columbus, OH :Merrill.
• Louie, Belinda.2006. Guiding principles for teaching multicultural literature. Reading Teacher, Feb 2006, vol 59 issue 5 p. 438-448.
• Multiculturalism:www.newhorizons.org/strategies/multicultural.higgins.htm accessed on November 23, 2008.
• Multicultural building blocks: www.edchange.org/multicultural/papers/ buidingblocks.html accessed on November 23,2008.
• Establishing a Multicultural classroom by Jennifer tack: srufaculty.sru.edu/suzanne.rose/ACEI/JenniferTackACEI.ppt accessed on October 27 2008.
11 dic 2008
8 oct 2008
Famous Authors
Some of the best Children's Literature authors.
AUTHORS/ILLUSTRATOR
Hans Christian Andersen
Lewis Carroll
Theodor S. Geisel (Dr. Seuss)
Keiko Kasza
Arnold Lobel
Charles Perrault
Tomie dePaola
Eric Carle
J. K. Rowling
Beatrix Potter
Shel Silverstein
Alma Flor Ada
Jan Brett
Laura Ingalls Wilder
Jan and Stan Berenstain
Brothers Grimm
Jon Scieszka
Judy Blume
Beverly Cleary
Roal Dahl
Robert McCloskey
E.B. White
Ezra Jack Keats
AUTHORS/ILLUSTRATOR
Hans Christian Andersen
Lewis Carroll
Theodor S. Geisel (Dr. Seuss)
Keiko Kasza
Arnold Lobel
Charles Perrault
Tomie dePaola
Eric Carle
J. K. Rowling
Beatrix Potter
Shel Silverstein
Alma Flor Ada
Jan Brett
Laura Ingalls Wilder
Jan and Stan Berenstain
Brothers Grimm
Jon Scieszka
Judy Blume
Beverly Cleary
Roal Dahl
Robert McCloskey
E.B. White
Ezra Jack Keats
27 sept 2008
Observación de la clase de Yoga para niños del centro Jardín Infantil Santa Rosa en Bayamón
I. Unidad didáctica: Mi cuerpo
• Tema: Conociendo Nuestro Cuerpo
• Contenido: La clase de yoga para niños del centro Jardín Infantil Santa Rosa en Bayamón se ofrece como una clase extracurricular, ofrecida 1 vez a la semana en dicho centro. El propósito de la clase es el que los niños conozcan su cuerpo y los diferentes movimientos corporales que pueden realizar. La meta de estas clases es que a lo largo del semestre los niños desarrollen una imagen positiva de su cuerpo y una condición física adecuada para su edad (infantes/preescolar).
• Dirección y teléfonos del centro: Jardín Infantil Santa Rosa, calle 12, lote 29, #13, Urb. Santa Rosa Bayamón, Zip Code: 006959 Teléfono: 787-314-5577.
• Objetivos motrices: A lo largo de las clases los niños serán capaces de realizar distintas posiciones del yoga, estiramientos y ejercicios aeróbicos de bajo impacto para mejorar su condición física y la orientación y relación del espacio que les rodea.
• Objetivos afectivos: Los niños serán capaces de desarrollar una autoestima positiva.
• Objetivos cognitivos: Los niños serán capaces de desarrollar una mejor concentración, un mejor dominio propio (mejor conducta) y un desarrollo locomotriz óptimo para su edad.
III. Organización del Jardín Infantil Santa Rosa
• Espacio del lugar: En el Jardín Infantil Santa Rosa tienen un salón con aire acondicionado, espacioso, en donde realizan las clases de Yoga para niños.
• Recursos: Entre los recursos que observé se encontraban, colchón o alfombra de ejercicios de yoga, botellas de agua, y los niños tenían ropa de ejercicios, uniforme del centro o su uniforme de educación física. Además, había Música con diferentes sonidos de la naturaleza y de los animales y una aroma con olor a vainilla.
• Formaciones: Entre las formaciones que observé del yoga básico para niños se encontraban una variedad de poses como las siguientes: Ejercicios de respiración, variaciones de saludos al sol, posturas de pie y piso con énfasis en el alineamiento del cuerpo, y ejercicios de relajación y descanso.
• Facilitador: La maestra de yoga fue Wanda Figueroa, quien también ejerce como psicóloga de niños.
IV. Propuestas e intervenciones del facilitador:
• Instrucciones: La maestra puso a los niños alineados en filas donde cada cual tenía espacio suficiente para moverse. Luego realizaron estiramientos/ calentamientos para los brazos, piernas, cuello, y cintura. Luego de eso hicieron movimientos locomotrices como saltar y hacer como si fueras un sapito y galopar. Luego de esto comenzó a explicar las posturas yoga que iban a hacer. La primera fue el saludo al sol en donde los niños se paraban derechitos y alzaban sus brazos, seguido de la postura de árbol, en donde el niño tiene una pierna flexionada hacia dentro y, la otra en el piso y sus dos manos hacia arriba o manos juntas en el pecho y luego hicieron la pose de puente. Continuaron haciendo la pose del triángulo en donde los niños se paran derechos, viran su cintura hacia la izquierda o hacia la derecha y luego con su mano izquierda o derecha tocan la punta del pie, y miran hacia arriba. Una vez repitieron estas poses varias veces, pasaron a los movimientos de relajación y descanso como por ejemplo: cuando los niños se sentaron en sus colchones de yoga y tocaron con sus manos la punta de sus pies y cuando realizaron acostados en su colchón de yoga la pose de bolita. Otro ejemplo fue cuando tomaron aire moviendo sus brazos hacia arriba y lo soltaron moviendo sus brazos hacia abajo.
• Técnica de enseñanza: La técnica que la maestra utilizaba era relacionar los movimientos o posturas yoga con nombres de animales, plantas y naturaleza para que los niños tuvieran una mejor idea de cómo iba a ser el movimiento. La calidad de sus estímulos fue buena porque por ejemplo: ella decía “Vamos a convertirnos en sapitos y para eso tenemos que saltar”,” ¡A saltar!”, entonces los niños y niñas se motivaban más con sus estímulos. Su cantidad de estímulos fue buena porque dio los necesarios para realizar de forma divertida el yoga para niños. También la música con sonidos de animales fue muy divertida.
Intervención del alumno:
• Participación: Todos los alumnos tuvieron una participación activa, ya que, todos tuvieron la oportunidad de realizar las diferentes variaciones de posturas, ejercicios aeróbicos de bajo impacto, ejercicios de respiración, variaciones de saludos al sol, posturas de pie y piso con énfasis en el alineamiento del cuerpo, y ejercicios de relajación y descanso. Cuando un niño no lo podía hacer, la maestra le daba ayuda extra mientras el resto de los niños seguían realizando las posturas yoga.
• Motivación: Para mantener la motivación de la clase, la maestra tenía una actitud activa y energética. También utilizaba estrategias de control de grupo como utilizar una voz alta y repetir instrucciones. Si el grupo realizaba los movimientos correctamente ella le daba motivación diciéndoles:” ¡Muy bien! , ¡Lo lograron!, ¡Vamos muy bien!, y ¡Lo hicieron perfecto!”
• Actitudes: La mayoría de los niños estuvieron ese día con una actitud positiva siempre había como 1 o 2 alumnos que se distraían y se comportaban mal pero a éstos se les brindó una ayudita especial. La maestra los llevó a la fila de al frente y les dijo que ellos iban a ser sus “ayudantes especiales” y que iban a corregir junto a ella al resto del grupo. Esto calmó a los niños y los hizo obtener una actitud más positiva que su actitud inicial.
• Exploración: Los niños tuvieron la oportunidad de explorar los movimientos de estiramiento para brazos, piernas, cuello, y cintura, movimientos locomotrices como saltar, galopar, levantar rodillas, brazos y dar patadas hacia el frente moviendo el brazo opuesto (aeróbicos bajo impacto) y movimientos de relajación como lo fueron las diferentes posturas como la postura de saludo al sol, postura de guerrero entre otras que se encuentran en el yoga para niños.
V. Evaluación general de la actividad:
Pienso que la integración del movimiento corporal en la clase fue muy buena y efectiva, puesto que, los niños exploraron los diferentes movimientos de su cuerpo y las diferentes disciplinas que los llevan a obtener un acondicionamiento físico adecuado para su edad. Pienso que estas clases son necesarias pues los niños se benefician aprendiendo a combatir la tensión, el estrés, y la depresión. Hallan mediante este ejercicio un mayor bienestar, flexibilidad en su cuerpo, y se sienten más lucidos y despiertos. Los niños armonizan el cuerpo con la mente y espíritu, a través de las asanas (que significa postura). La práctica del yoga, conduce a una vida más larga y sana. Otro de los beneficios para los niños que alivia todas las dolencias, ayuda a levantarse mejor en la mañana, disminuir la tensión del mediodía, y relajar el sueño durante la noche. Entre las sensaciones asociadas al yoga, se encuentran: la paz mental, la relajación, la energía, y la facilidad de movimiento corporal. Su práctica, mejora la digestión, la respiración, la concentración, y todo el sistema cardiovascular. Mejora perceptiblemente la calidad de vida: el estrés, miedo, hiperactividad, falta de concentración, ansiedad, agresividad, entre otros comportamientos afrontados por los menores del siglo XXI, los cuales despiertan la preocupación de los padres, quienes buscan innumerables soluciones en pro de garantizarles a sus hijos una adolescencia bien llevada y sin excesos.
El yoga, consigue el equilibrio deseado por todos los seres humanos, ya no es una práctica exclusiva de los adultos; ahora los niños hacen parte de esa magia en la que el encuentro con el ser interior permeabiliza al ser exterior. Consiste en una cantidad de posturas del cuerpo, que sirven para estimular y activar músculos, órganos, glándulas y articulaciones, mediante la imitación de posiciones que hacen los animales. De esta forma, el contacto con la naturaleza hace que el yoga se convierta en una actividad donde gracias al juego, y no a la obligación, los pequeños están totalmente presentes, se olvidan de excesos o falencias de su personalidad, y adoptan una actitud equilibrada frente a las diferentes situaciones en las que se puede ver oscurecer su tranquilidad. Los niños son unos yoghis; innatos, por eso, desde el vientre materno, los múltiples movimientos en el líquido lo convierten en un individuo flexible y hábil en la práctica de esta disciplina, razón por la cual desde el nacimiento del bebé y hasta su primer año de vida, la madre puede construir unos movimientos, donde se manipulan sus extremidades y hace que roten las articulaciones, logrando una mezcla de gimnasia yoga, estimulación y masaje. Un menor puede empezar la práctica de esta terapia en forma individual desde los 4 años, edad en la que ya desarrolla dominio de su cuerpo y realiza las posturas sin dificultad. Aunque se han visto casos de niños que a los 2 años, gracias a una cultura familiar alrededor del yoga, lo experimentan con total facilidad. La magia del yoga es que cuando a los niños se les da el espacio para silenciarse y centrarse en ellos mismos en un lugar adecuado, con una música especial y un olor cautivador, el encuentro con el alma se convierte en una experiencia nueva y fortificante, llena de cosas positivas. Por eso, los resultados pueden conseguirse de manera inmediata. Además, hay tratamientos especiales como combatir el miedo, con sólo enseñarle que cuando experimente pánico respire largo y profundo, él ya va a disfrutar de los beneficios de una lección sencilla. Es necesario el compromiso de los padres, quienes nunca deben presionar a los pequeños hacia la práctica del yoga.
Children's Literature
These books are excellent for teaching. Enjoy!
Book #1
Title: Leo the Late Bloomer
Author: Robert Kraus, pictures by Jose Aruego
Genre: Picture Book
Year of Publication: 1971
Number of pages: 15
Grade Level: First and Second Grade
Summary:
Leo is behind his friends in reading, writing, drawing, eating neatly and speaking. When Leo’s father becomes concerned, Leo’s mother tells him he is a late bloomer. Later “in his own good time” blooms, pleasing his parents and himself. This book meets all the criteria of the evaluation and selection of picture books because the ideas in book are presented in an original way, the book’s language is easy to understand, the illustrations are spirited and appropriate for the text and have lively colors. Also, the book could be shared with a group because of its size and the amount of pages is the appropriate one for the grade level.
Contribution:
I think this story is amazing because it deals with something we can all relate to, growing pains, family relationships and self-esteem. Children as well as adults can identify with Leo, the main character. He is a memorable character, because you feel identified with him and you feel like you know him. This book contributes enormously to the language growth, personality, social cognitive development of the child. It contributes to language growth because it has short sentences that are easy to understand. These sentences, including the whole context of the text can build a child’s vocabulary and linguistic development. The book contributes to personality growth because it deals with self-esteem and how at first Leo was feeling sad because he couldn’t do things like everyone else but “in his own good time” he bloomed and over came adversity by believing in himself. This story is motivational and inspirational for children, is something that they would be attracted to. This book also contributes to the social cognitive development of the child because it deals with growing up in a family where one of your parents puts more pressure than the other. Family relationships are important in this book because the father wants Leo to be successful but he could not accept his son is getting behind and is having trouble doing basic kid stuff. He couldn’t bear a life with a handicapped son. Although Leo is not handicapped in this story, we can see how his father thinks he might be when he says: “What’s the matter with Leo?”, “Are you sure Leo’s a late bloomer?” This story will encourage kids to talk about some new skills they haven’t mastered and will help them appreciate the complexities involved. Children could describe how they feel when they accomplish their goals. Children could also talk about their family structure and the teacher could encourage them to think about the special talents of each member of their family. Finally, another thing we could do with the book is to make children understand the value of patience and that in life we must have patience not only when you do things but when you deal with people. Our society is full of stress and rapid technology; this makes us believe that everything must be done in an instant!
We need to get the message out: Patience is the key to success. Patience is also your personal guarantee that we won’t get sick or be sad. This is an important value that this book teaches us.
Book #2
Title: A Light in the Attic
Author and Illustrator: Shel Silverstein
Genre: Poetry Book
Year of Publication: 1981
Number of pages: 177
Grade Level: Elementary and Intermediate level
Summary:
A Light in the Attic, by Shel Silverstein is a book of nonsense poetry. There are a variety of selections that children would often enjoy reading or relate themselves to. A few titles of poems from this book include: “Messy Room,” “How Not to Have to Dry the Dishes,” “Unscratchable Itch,” “Shaking,” and “Whatif.” These poems do not have specific topics or anything in common. Many of them rhyme, while some are free verse.
Poems selected:
The poem “Homework Machine,” in A Light in the Attic, consists of a rhythmic pattern of AA, BB, CC, CC, DC. It is about a boy that is lazy to do his homework, so he invented a homework machine. The only problem is that the machine is not as good as the boy assumed it would be. It gives a wrong answer to the boy. A poetic element included in this poem is imagery; you can imagine the boy putting some change inside the machine and trying to work with his homework.
“Whatif” includes a rhythm. The pattern of rhyme in this poem is: AA, BB, CC, DD, EE, FF, GG…and so on. There is a form of writing in this poem. All of the lines in the poem start with Whatif, except for the first two and last two lines. This poem includes the thought of a child that just thinks “Whatif…something happened.” It’s a list of Whatifs and completely nonsense for children who wonder.
Contribution:
I think this poetry book is amazing because it deals with a variety of themes that kids like from nonsense to very specific themes. Shel Silvertein books are always fun and liberating for children so that’s why I think this poetry book is good for any child to read. These two poems contribute enormously to the language growth, personality; social cognitive skills. Children like Shel Silverstein poems because he doesn't use fancy words like 'twas and 'tis. He makes it possible for children to actually read his poems. Finally, I think the book is necessary for children because they learn about poetry and about expressing an idea using few words. Poetry is important for children because Good poetry always makes you FEEL something. A good poem will give you goose bumps or butterflies in your stomach, or it will make you cry, or it will make you laugh. Or a good poem will make you feel better when you are sad or grieving. Sometimes a good poem will have something you can identify with; something that makes you say, "Hey, that's just like my life." For kids it might be a poem about video games or cafeteria lunch or not getting what you wanted for Christmas. But a good poem always makes you feel something. Poetry has power because it gives the child new vocabulary, new ideas, a bigger imagination and more fun reading. By engaging kids to read poetry we could get them more interested in books and in writing. Poetry is intimate. A poem can say things that might never be said any other way. Poetry is something you can share. Kids don't just read poetry once; they read it again and again and again. Good, funny book of poetry will make lifelong readers out of them.
Book #3
Title: Arrow to the Sun a Pueblo Indian tale
Author and Illustrator: Gerald McDermott
Genre: Traditional Literature
Category: Folk tale, magic tale
Year of Publication: 1974
Number of pages: 37
Grade Level: K to 5th grade level
Summary:
Arrow to the Sun by Gerald McDermott is an excellent Pueblo Indian tale and once again, a great resource for story hour. The Pueblo Indian Tale is a fascinating children’s book about a boy whose father is the Lord of the Sun sets forth to meet his father. In order to travel to the sun, the boy has himself transformed into an arrow. However, upon reaching the sun and transforming back into his human body, the boy must endure a series of tests to prove his true identity. Colorful gouache and ink illustrations accompany the text. The book was the winner of the 1975 Caldecott Medal.
Contribution:
I think this book is great for children because children can learn about the Pueblo Indian myth which explains how the spirit of the Lord of the Sun was brought to the world of men. It is a spiritual discovery of the boy. This book could also be used in the category of Multicultural literature because it displays the traditions of the Pueblo Indians but it’s also Traditional because it is a folk tale, magic tale since it describes magical events and focuses in the life of a particular individual. I think it is extremely important for children of all ages to be aware of the diverse population throughout the world and to imagine the deep spiritual and magic events throughout the story. This book is excellent for ESL students because it is something they could relate to. Legends are a good way to get a glimpse into the way of life for Native Americans long ago. I feel that looking at history is a good way to understand why people act in certain ways today. Children could appreciate and understand a culture very different from their own.
Book #4
Title: Dancing Drum a Cherokee Legend
Author: Terri Cohlene
Illustrator: Charles Reasoner
Genre: Multiethnic/ Multicultural Literature
Category: Folk tale, magic tale
Year of Publication: 1990
Number of pages: 48
Grade Level: 6th grade level (intermediate level)
Summary:
"Dancing Drum" tells the story of how the Sun became jealous of her brother the Moon. For the Moon the people made music and danced, but the Sun was convinced The People did not love her and so she sent scorching heat onto the land each day when she arose. During this time of the angry sun a boy named Dancing Drum lived in a small Cherokee village, and he is sent by the Shaman to go to the little men in the wood the ask them why Grandmother Sun is burning the land The People. They tell Dancing Drum that he must kill the Sun before she destroys them all. So they give him snake rattles to tie onto his moccasins and Dancing Drum changes into a snake. The plan is for him to bite the Sun when she comes out of her daughter's house. Now, even the youngest reader knows full well that the Sun is not going to get killed and what makes this legend so fascinating is that things go horribly wrong (twice even). Then Dancing Drum and The People must find a way to make everything right again.
Contribution:
The tales is fun and there should be some basic appreciation for how myths and legends were used by ancient cultures to explain why things are the way they are in the world. I like the Native American Legends series because in the back of each book after the story there is always a section devoted to providing young readers with information about the customs and lifestyles of the people from whom the story is taken. There are photographs of the Cherokee and some of the items that they make, from whaling models and rattles to floats and baskets. The informative text is devoted to their homeland, people, food and clothing, and a look at the Cherokees today where they are among the largest groups of Native Americans in the U.S. and are still maintaining an efficient form of self-government. The back of the book has a timeline of important dates in history and a glossary of key terms. The watercolor illustrations by Reasoner reflect the culture of the Cherokee in terms of both their art and dress. Reasoner paints figures that have no mouths and what I suddenly realize look like Snoopy eyes, which explains why I find them so compelling.
Book #5
Title: Cinder Elly
Author: Frances Minters
Illustrator: G. Brian Karas
Genre: Modern Fantasy Literature
Year of Publication: 1994
Number of pages: 32
Grade Level: K-5th grade
Summary:
In this version of the traditional tale, Elly is the overworked younger sister of a family in New York City. She works doing chores all day and her mean sisters treat her terribly. One day, they all win tickets to a basketball game, in which Prince Charming is playing. The sisters were determined to win the Prince for them. The sisters went shopping for new clothes. Depressed and with nothing to wear, Elly has a surprise visit from her godmother, who gives her a new outfit and glass sneakers and changes a nearby trashcan into a bike. When Elly reaches the game on her new wheels, she loudly cheers for Prince Charming, her favorite basketball player. After the game, she meets up with Prince Charming, but her deadline of 10:00 p.m. comes sooner than she thinks. During her quick departure, she loses one glass sneaker. Distraught over the sudden disappearance of this beautiful girl, Prince Charming distributes flyers about the glass sneaker all over town. After looking high and low for Elly, he eventually finds her and treats her to a "happy ending."
Contribution: I think this book is excellent because Students will be able to relate to the basketball game in Cinderelly a lot better that the ball in Cinderella. I think this is a god book for students to read. It will spark there imagination in a modern fashion. The illustrations are very good. The modern New York City setting is appealing to kids.
Book #6
Title: Some pig
Author: E.B. White
Illustrator: Maggie Kneen
Genre: Animal Story
Year of Publication: 1997
Number of pages: 32
Grade Level: 5th to 7th grade
Summary: This book tells the story of an enchanting friendship between a girl named Fern and Wilbur the pig. They were inseparable but one day Mr. Arable said he was now big enough to sell and would have to be sold. The girl wept but Mr. Arable was not willing to provide for him any longer. The pig was sold for six dollars to the girl’s uncle Mr. Zuckerman. At the end, Wilbur moved from Fern’s house to Uncle Zuckerman’s farm.
Contribution: I think this book is excellent because children can learn the value of animals and the deep friendships some people have with animals. In myths, legends, and stories from all over the world, the hero or heroine is often helped in their quest by an animal providing assistance, guidance, support, and protection. In studies of these various narratives, it has been discovered that in all cultures there is one firm rule that must be followed: the advice of the animal helper is always correct. It does not matter what the animal helper tells the hero or heroine to do: fight, don't fight, lie, and don’t lie. What matters is following the animal's advice. If not, then disaster is sure to strike and the hero or heroine certain to fail. This extraordinary finding serves to elevate the importance of animals in daily life. Stories from all cultures serve to acknowledge, celebrate and hold sacred the connection between the animal world and the human world. This kind of bond between animal and human still exists in today's world; animals continue, as they have for centuries, to guide, teach and protect humankind.
There is a legacy and heritage of our connection to animals, a timeless tradition expressed through myth, folklore, fairy tales, short stories, poetry and legends from cultures all over the world, as well as through popular culture in film, books, and advertising.
Book #7
Title: My place in space
Author: Robin and Sally Hirst
Genre: Informational Book
Year of Publication: 1990
Number of pages: 40
Grade Level: 5th to 7th grade
Summary:
Henry and Rosie tell the city bus driver that they want him to take them home. When he teases them that maybe they don't know the address of where they live, Henry rises to the occasion and tells the driver precisely where he lives: 12 Main Street, Gumbridge, Australia, Southern Hemisphere, Earth, solar system, solar neighborhood, Orion Arm, Milky Way Galaxy, local group of galaxies, Virgo Supercluster, the universe. During Henry's description, we also get a brief description of each part of the address. The result is a clear picture of our "place in space" as well as a glimpse at the amazing distances involved.
Contribution:
I think this book is excellent because it gives the child a fun experience while they learn science, galaxies and other scientific content. The book is of great value because teacher could use it to teach measurement and time, chart the time it takes light to travel the various distances mentioned in the book. The book could also provide knowledge about data gathering, analyzing, and graphing distances to the places in the book using the speed of light as unit. Children could discover how they will approach the problem of the vast differences in the figures, numeration and measurement: to list the number and the unit of measure for each place described in the book. Take time to reflect on the numbers, what they mean, and how they are written. This book also gives teacher a way to teach geometry and spatial sense and computation. Children could also classify and obtain facts and pictures of many galaxies. Categorize the galaxies and stars according to attributes.
Book #8
Title: If a bus could talk,
The story of Rosa Parks
Author: Faith Ringgold
Genre: Biography Book
Year of Publication: 1999
Number of pages: 32
Grade Level: 5th to 7th grade
Summary:
Marcie, on her way to school, finds herself on a driverless bus occupied by a group of unfamiliar passengers who don't seem to notice she's there. A disembodied voice tells her that this used to be the Cleveland Avenue bus but is now the Rosa Parks bus, and then launches into an account of the woman's life. Ringgold recounts the dramatic events lived by Parks’ refusal to give up her seat: the Montgomery bus boycott; the leadership, persecution, and death of Dr. Martin Luther King, Jr.; the Supreme Court decision to ban bus segregation; and public recognition of the woman who started it all. The story ends when Parks herself enters the bus for a birthday celebration with the passengers who are now revealed as personages from her history.
Contribution: This book is excellent because it teaches kids the value of standing up to what they believe and fight for their rights. The talking bus is funny and is a detail that kids can appreciate because it makes the story fun. The story does much to humanize a larger-than-life figure. Ringgold's colorful, textured acrylic on canvas paper paintings are done in a style that complements the harsh realism of the events and the simple dignity of the subject.
Book #9
Title: I’ll Always Love You
Author: Hans Wilhelm
Genre: Contemporary Fiction Book
Year of Publication: 1985
Number of pages: 16
Grade Level: preschool to ages 4 to 8
Summary: This book tells the story of a young boy who loves Elfie, “The best dog in the whole wide world”. One day Elfie does not wake up and the family grieves him. The boy goes through solace and gets sad about the death of his special friend. As time progresses He gets over the sadness and what helped him much was that he remembered when he told Elfie every night: I’ll always love you”. One day the neighbor offered the boy a puppy but he wasn’t ready for another pet. He gave the neighbor Elfie’s basket so he could carry the puppies. The boy came to the conclusion that someday he would have another pet and that he would tell the pet “I’ll always love you, just like he did with Elfie.
Contribution:
This book is excellent because it teaches kids an important lesson in life. The grief of a loved one (could be a person or pet) is something all of us have to face. It is important to let kids know that it’s good to cry and feel sad but eventually one must be tranquil and remember the person or pet with love and care. This book is great for children because it’s a Contemporary Fiction Book that brings us a topic that is realistic and that they could easily relate to. All of us have had pets that accompany us when we‘re alone or bring us happiness when we are sad. Even if a person hasn’t had the opportunity to have a pet we’ve all had experiences with animals. Animals have a sensibility and special love for people who treat them with care that engage people in deep friendships. I would recommend this book to anyone even adults because it teaches us how to deal with loss and it’s an enchanting story about friendship, love and care that is realistic to what we live today.
Book #10
Title: Yellow Star
Author: Jennifer Roy
Genre: Historical Fiction Book
Year of Publication: 2006
Number of pages: 242
Grade Level: High School Level 9th to 12th grade
Summary: In this book, Roy retells the true story of her Aunt Syvia's experiences in the Lodz Ghetto during the Nazi occupation of Poland. To make book Roy re-created from her aunt's taped narrative, is related by Syvia herself as a series of titled vignettes that cover the period from fall, 1939, when she is four years old, until January 1945–each one recounting a particular detail-filled memory in the child's life (a happy-colored yellow star sewn on her favorite orange coat). The book is divided into five chronological sections each with a short factual introduction to the period covered. An appended author's note tells what happened to Syvia's family after the war. A time line of World War II, beginning with the German invasion of Poland, is also included.
Contribution: This book is filled with the astute observations of a young child, brings to life the Jewish ghetto experience in a unique and memorable way. It is a standout in the genre of Holocaust literature. Holocaust books for middle and high school grades can be very difficult because they shouldn’t hide the truth, but they shouldn’t be overly graphic and gruesome. Yellow Star walks the fine line perfectly because it’s told from the point of view of a young girl who didn’t always understand the truth and her parents and older sister protected her as much as they could. To support Syvia’s story and prevent any confusion, her story has a few brief historical descriptions of the war and the novel contains a detailed timeline at the back of the book. There are plenty of sad moments, but a few joyful moments too. Since the book begins with the statement that Syvia is one of the children who survived, the readers are spared some anxiety. Her beautiful story will help children relate to an event that seems so inexplicable to us all.
Book #1
Title: Leo the Late Bloomer
Author: Robert Kraus, pictures by Jose Aruego
Genre: Picture Book
Year of Publication: 1971
Number of pages: 15
Grade Level: First and Second Grade
Summary:
Leo is behind his friends in reading, writing, drawing, eating neatly and speaking. When Leo’s father becomes concerned, Leo’s mother tells him he is a late bloomer. Later “in his own good time” blooms, pleasing his parents and himself. This book meets all the criteria of the evaluation and selection of picture books because the ideas in book are presented in an original way, the book’s language is easy to understand, the illustrations are spirited and appropriate for the text and have lively colors. Also, the book could be shared with a group because of its size and the amount of pages is the appropriate one for the grade level.
Contribution:
I think this story is amazing because it deals with something we can all relate to, growing pains, family relationships and self-esteem. Children as well as adults can identify with Leo, the main character. He is a memorable character, because you feel identified with him and you feel like you know him. This book contributes enormously to the language growth, personality, social cognitive development of the child. It contributes to language growth because it has short sentences that are easy to understand. These sentences, including the whole context of the text can build a child’s vocabulary and linguistic development. The book contributes to personality growth because it deals with self-esteem and how at first Leo was feeling sad because he couldn’t do things like everyone else but “in his own good time” he bloomed and over came adversity by believing in himself. This story is motivational and inspirational for children, is something that they would be attracted to. This book also contributes to the social cognitive development of the child because it deals with growing up in a family where one of your parents puts more pressure than the other. Family relationships are important in this book because the father wants Leo to be successful but he could not accept his son is getting behind and is having trouble doing basic kid stuff. He couldn’t bear a life with a handicapped son. Although Leo is not handicapped in this story, we can see how his father thinks he might be when he says: “What’s the matter with Leo?”, “Are you sure Leo’s a late bloomer?” This story will encourage kids to talk about some new skills they haven’t mastered and will help them appreciate the complexities involved. Children could describe how they feel when they accomplish their goals. Children could also talk about their family structure and the teacher could encourage them to think about the special talents of each member of their family. Finally, another thing we could do with the book is to make children understand the value of patience and that in life we must have patience not only when you do things but when you deal with people. Our society is full of stress and rapid technology; this makes us believe that everything must be done in an instant!
We need to get the message out: Patience is the key to success. Patience is also your personal guarantee that we won’t get sick or be sad. This is an important value that this book teaches us.
Book #2
Title: A Light in the Attic
Author and Illustrator: Shel Silverstein
Genre: Poetry Book
Year of Publication: 1981
Number of pages: 177
Grade Level: Elementary and Intermediate level
Summary:
A Light in the Attic, by Shel Silverstein is a book of nonsense poetry. There are a variety of selections that children would often enjoy reading or relate themselves to. A few titles of poems from this book include: “Messy Room,” “How Not to Have to Dry the Dishes,” “Unscratchable Itch,” “Shaking,” and “Whatif.” These poems do not have specific topics or anything in common. Many of them rhyme, while some are free verse.
Poems selected:
The poem “Homework Machine,” in A Light in the Attic, consists of a rhythmic pattern of AA, BB, CC, CC, DC. It is about a boy that is lazy to do his homework, so he invented a homework machine. The only problem is that the machine is not as good as the boy assumed it would be. It gives a wrong answer to the boy. A poetic element included in this poem is imagery; you can imagine the boy putting some change inside the machine and trying to work with his homework.
“Whatif” includes a rhythm. The pattern of rhyme in this poem is: AA, BB, CC, DD, EE, FF, GG…and so on. There is a form of writing in this poem. All of the lines in the poem start with Whatif, except for the first two and last two lines. This poem includes the thought of a child that just thinks “Whatif…something happened.” It’s a list of Whatifs and completely nonsense for children who wonder.
Contribution:
I think this poetry book is amazing because it deals with a variety of themes that kids like from nonsense to very specific themes. Shel Silvertein books are always fun and liberating for children so that’s why I think this poetry book is good for any child to read. These two poems contribute enormously to the language growth, personality; social cognitive skills. Children like Shel Silverstein poems because he doesn't use fancy words like 'twas and 'tis. He makes it possible for children to actually read his poems. Finally, I think the book is necessary for children because they learn about poetry and about expressing an idea using few words. Poetry is important for children because Good poetry always makes you FEEL something. A good poem will give you goose bumps or butterflies in your stomach, or it will make you cry, or it will make you laugh. Or a good poem will make you feel better when you are sad or grieving. Sometimes a good poem will have something you can identify with; something that makes you say, "Hey, that's just like my life." For kids it might be a poem about video games or cafeteria lunch or not getting what you wanted for Christmas. But a good poem always makes you feel something. Poetry has power because it gives the child new vocabulary, new ideas, a bigger imagination and more fun reading. By engaging kids to read poetry we could get them more interested in books and in writing. Poetry is intimate. A poem can say things that might never be said any other way. Poetry is something you can share. Kids don't just read poetry once; they read it again and again and again. Good, funny book of poetry will make lifelong readers out of them.
Book #3
Title: Arrow to the Sun a Pueblo Indian tale
Author and Illustrator: Gerald McDermott
Genre: Traditional Literature
Category: Folk tale, magic tale
Year of Publication: 1974
Number of pages: 37
Grade Level: K to 5th grade level
Summary:
Arrow to the Sun by Gerald McDermott is an excellent Pueblo Indian tale and once again, a great resource for story hour. The Pueblo Indian Tale is a fascinating children’s book about a boy whose father is the Lord of the Sun sets forth to meet his father. In order to travel to the sun, the boy has himself transformed into an arrow. However, upon reaching the sun and transforming back into his human body, the boy must endure a series of tests to prove his true identity. Colorful gouache and ink illustrations accompany the text. The book was the winner of the 1975 Caldecott Medal.
Contribution:
I think this book is great for children because children can learn about the Pueblo Indian myth which explains how the spirit of the Lord of the Sun was brought to the world of men. It is a spiritual discovery of the boy. This book could also be used in the category of Multicultural literature because it displays the traditions of the Pueblo Indians but it’s also Traditional because it is a folk tale, magic tale since it describes magical events and focuses in the life of a particular individual. I think it is extremely important for children of all ages to be aware of the diverse population throughout the world and to imagine the deep spiritual and magic events throughout the story. This book is excellent for ESL students because it is something they could relate to. Legends are a good way to get a glimpse into the way of life for Native Americans long ago. I feel that looking at history is a good way to understand why people act in certain ways today. Children could appreciate and understand a culture very different from their own.
Book #4
Title: Dancing Drum a Cherokee Legend
Author: Terri Cohlene
Illustrator: Charles Reasoner
Genre: Multiethnic/ Multicultural Literature
Category: Folk tale, magic tale
Year of Publication: 1990
Number of pages: 48
Grade Level: 6th grade level (intermediate level)
Summary:
"Dancing Drum" tells the story of how the Sun became jealous of her brother the Moon. For the Moon the people made music and danced, but the Sun was convinced The People did not love her and so she sent scorching heat onto the land each day when she arose. During this time of the angry sun a boy named Dancing Drum lived in a small Cherokee village, and he is sent by the Shaman to go to the little men in the wood the ask them why Grandmother Sun is burning the land The People. They tell Dancing Drum that he must kill the Sun before she destroys them all. So they give him snake rattles to tie onto his moccasins and Dancing Drum changes into a snake. The plan is for him to bite the Sun when she comes out of her daughter's house. Now, even the youngest reader knows full well that the Sun is not going to get killed and what makes this legend so fascinating is that things go horribly wrong (twice even). Then Dancing Drum and The People must find a way to make everything right again.
Contribution:
The tales is fun and there should be some basic appreciation for how myths and legends were used by ancient cultures to explain why things are the way they are in the world. I like the Native American Legends series because in the back of each book after the story there is always a section devoted to providing young readers with information about the customs and lifestyles of the people from whom the story is taken. There are photographs of the Cherokee and some of the items that they make, from whaling models and rattles to floats and baskets. The informative text is devoted to their homeland, people, food and clothing, and a look at the Cherokees today where they are among the largest groups of Native Americans in the U.S. and are still maintaining an efficient form of self-government. The back of the book has a timeline of important dates in history and a glossary of key terms. The watercolor illustrations by Reasoner reflect the culture of the Cherokee in terms of both their art and dress. Reasoner paints figures that have no mouths and what I suddenly realize look like Snoopy eyes, which explains why I find them so compelling.
Book #5
Title: Cinder Elly
Author: Frances Minters
Illustrator: G. Brian Karas
Genre: Modern Fantasy Literature
Year of Publication: 1994
Number of pages: 32
Grade Level: K-5th grade
Summary:
In this version of the traditional tale, Elly is the overworked younger sister of a family in New York City. She works doing chores all day and her mean sisters treat her terribly. One day, they all win tickets to a basketball game, in which Prince Charming is playing. The sisters were determined to win the Prince for them. The sisters went shopping for new clothes. Depressed and with nothing to wear, Elly has a surprise visit from her godmother, who gives her a new outfit and glass sneakers and changes a nearby trashcan into a bike. When Elly reaches the game on her new wheels, she loudly cheers for Prince Charming, her favorite basketball player. After the game, she meets up with Prince Charming, but her deadline of 10:00 p.m. comes sooner than she thinks. During her quick departure, she loses one glass sneaker. Distraught over the sudden disappearance of this beautiful girl, Prince Charming distributes flyers about the glass sneaker all over town. After looking high and low for Elly, he eventually finds her and treats her to a "happy ending."
Contribution: I think this book is excellent because Students will be able to relate to the basketball game in Cinderelly a lot better that the ball in Cinderella. I think this is a god book for students to read. It will spark there imagination in a modern fashion. The illustrations are very good. The modern New York City setting is appealing to kids.
Book #6
Title: Some pig
Author: E.B. White
Illustrator: Maggie Kneen
Genre: Animal Story
Year of Publication: 1997
Number of pages: 32
Grade Level: 5th to 7th grade
Summary: This book tells the story of an enchanting friendship between a girl named Fern and Wilbur the pig. They were inseparable but one day Mr. Arable said he was now big enough to sell and would have to be sold. The girl wept but Mr. Arable was not willing to provide for him any longer. The pig was sold for six dollars to the girl’s uncle Mr. Zuckerman. At the end, Wilbur moved from Fern’s house to Uncle Zuckerman’s farm.
Contribution: I think this book is excellent because children can learn the value of animals and the deep friendships some people have with animals. In myths, legends, and stories from all over the world, the hero or heroine is often helped in their quest by an animal providing assistance, guidance, support, and protection. In studies of these various narratives, it has been discovered that in all cultures there is one firm rule that must be followed: the advice of the animal helper is always correct. It does not matter what the animal helper tells the hero or heroine to do: fight, don't fight, lie, and don’t lie. What matters is following the animal's advice. If not, then disaster is sure to strike and the hero or heroine certain to fail. This extraordinary finding serves to elevate the importance of animals in daily life. Stories from all cultures serve to acknowledge, celebrate and hold sacred the connection between the animal world and the human world. This kind of bond between animal and human still exists in today's world; animals continue, as they have for centuries, to guide, teach and protect humankind.
There is a legacy and heritage of our connection to animals, a timeless tradition expressed through myth, folklore, fairy tales, short stories, poetry and legends from cultures all over the world, as well as through popular culture in film, books, and advertising.
Book #7
Title: My place in space
Author: Robin and Sally Hirst
Genre: Informational Book
Year of Publication: 1990
Number of pages: 40
Grade Level: 5th to 7th grade
Summary:
Henry and Rosie tell the city bus driver that they want him to take them home. When he teases them that maybe they don't know the address of where they live, Henry rises to the occasion and tells the driver precisely where he lives: 12 Main Street, Gumbridge, Australia, Southern Hemisphere, Earth, solar system, solar neighborhood, Orion Arm, Milky Way Galaxy, local group of galaxies, Virgo Supercluster, the universe. During Henry's description, we also get a brief description of each part of the address. The result is a clear picture of our "place in space" as well as a glimpse at the amazing distances involved.
Contribution:
I think this book is excellent because it gives the child a fun experience while they learn science, galaxies and other scientific content. The book is of great value because teacher could use it to teach measurement and time, chart the time it takes light to travel the various distances mentioned in the book. The book could also provide knowledge about data gathering, analyzing, and graphing distances to the places in the book using the speed of light as unit. Children could discover how they will approach the problem of the vast differences in the figures, numeration and measurement: to list the number and the unit of measure for each place described in the book. Take time to reflect on the numbers, what they mean, and how they are written. This book also gives teacher a way to teach geometry and spatial sense and computation. Children could also classify and obtain facts and pictures of many galaxies. Categorize the galaxies and stars according to attributes.
Book #8
Title: If a bus could talk,
The story of Rosa Parks
Author: Faith Ringgold
Genre: Biography Book
Year of Publication: 1999
Number of pages: 32
Grade Level: 5th to 7th grade
Summary:
Marcie, on her way to school, finds herself on a driverless bus occupied by a group of unfamiliar passengers who don't seem to notice she's there. A disembodied voice tells her that this used to be the Cleveland Avenue bus but is now the Rosa Parks bus, and then launches into an account of the woman's life. Ringgold recounts the dramatic events lived by Parks’ refusal to give up her seat: the Montgomery bus boycott; the leadership, persecution, and death of Dr. Martin Luther King, Jr.; the Supreme Court decision to ban bus segregation; and public recognition of the woman who started it all. The story ends when Parks herself enters the bus for a birthday celebration with the passengers who are now revealed as personages from her history.
Contribution: This book is excellent because it teaches kids the value of standing up to what they believe and fight for their rights. The talking bus is funny and is a detail that kids can appreciate because it makes the story fun. The story does much to humanize a larger-than-life figure. Ringgold's colorful, textured acrylic on canvas paper paintings are done in a style that complements the harsh realism of the events and the simple dignity of the subject.
Book #9
Title: I’ll Always Love You
Author: Hans Wilhelm
Genre: Contemporary Fiction Book
Year of Publication: 1985
Number of pages: 16
Grade Level: preschool to ages 4 to 8
Summary: This book tells the story of a young boy who loves Elfie, “The best dog in the whole wide world”. One day Elfie does not wake up and the family grieves him. The boy goes through solace and gets sad about the death of his special friend. As time progresses He gets over the sadness and what helped him much was that he remembered when he told Elfie every night: I’ll always love you”. One day the neighbor offered the boy a puppy but he wasn’t ready for another pet. He gave the neighbor Elfie’s basket so he could carry the puppies. The boy came to the conclusion that someday he would have another pet and that he would tell the pet “I’ll always love you, just like he did with Elfie.
Contribution:
This book is excellent because it teaches kids an important lesson in life. The grief of a loved one (could be a person or pet) is something all of us have to face. It is important to let kids know that it’s good to cry and feel sad but eventually one must be tranquil and remember the person or pet with love and care. This book is great for children because it’s a Contemporary Fiction Book that brings us a topic that is realistic and that they could easily relate to. All of us have had pets that accompany us when we‘re alone or bring us happiness when we are sad. Even if a person hasn’t had the opportunity to have a pet we’ve all had experiences with animals. Animals have a sensibility and special love for people who treat them with care that engage people in deep friendships. I would recommend this book to anyone even adults because it teaches us how to deal with loss and it’s an enchanting story about friendship, love and care that is realistic to what we live today.
Book #10
Title: Yellow Star
Author: Jennifer Roy
Genre: Historical Fiction Book
Year of Publication: 2006
Number of pages: 242
Grade Level: High School Level 9th to 12th grade
Summary: In this book, Roy retells the true story of her Aunt Syvia's experiences in the Lodz Ghetto during the Nazi occupation of Poland. To make book Roy re-created from her aunt's taped narrative, is related by Syvia herself as a series of titled vignettes that cover the period from fall, 1939, when she is four years old, until January 1945–each one recounting a particular detail-filled memory in the child's life (a happy-colored yellow star sewn on her favorite orange coat). The book is divided into five chronological sections each with a short factual introduction to the period covered. An appended author's note tells what happened to Syvia's family after the war. A time line of World War II, beginning with the German invasion of Poland, is also included.
Contribution: This book is filled with the astute observations of a young child, brings to life the Jewish ghetto experience in a unique and memorable way. It is a standout in the genre of Holocaust literature. Holocaust books for middle and high school grades can be very difficult because they shouldn’t hide the truth, but they shouldn’t be overly graphic and gruesome. Yellow Star walks the fine line perfectly because it’s told from the point of view of a young girl who didn’t always understand the truth and her parents and older sister protected her as much as they could. To support Syvia’s story and prevent any confusion, her story has a few brief historical descriptions of the war and the novel contains a detailed timeline at the back of the book. There are plenty of sad moments, but a few joyful moments too. Since the book begins with the statement that Syvia is one of the children who survived, the readers are spared some anxiety. Her beautiful story will help children relate to an event that seems so inexplicable to us all.
18 sept 2008
Inés María Mendoza de Muñoz Marín
As part of the course EING4017, I was asked to search for an influential woman. A Puerto Rican teacher who changed the system of instruction forever. She was a loving mother, a wife and an educator. In these next passages I will explore how the decisions of Inés María Mendoza de Muñoz Marín affected the educational system of her time. I will also focus on how those decisions affect the learning of the English Language,(ESL) in Puerto Rico. Teachers, students and our Puerto Rican society is still carrying on debates that Inés María Mendoza de Muñoz Marín explored in the 1930's.
Inés María Mendoza de Muñoz Marín was born on January 10, 1908. When she was 17 years old she was already teaching in the rural part of the Island. In 1937 she lost her job as a teacher in Santurce because she debated and believed that Puerto Rico's vernacular language (Spanish language), was supposed to be the language of instruction in the public school system.
At that historical time, Puerto Rico was being invaded by the United States and many schools were implementing the English language as the only language for instruction. The goal was to americanize the jíbaro by forzing him to learn something that was not part of his culture, his day to day life or his identity. Inés María Mendoza de Muñoz Marín wrote many articles in the newspaper declaring the battle against an all English curriculum and instruction in our schools.
She knew that it was going to be impossible to to this by herself so later on she married Luis Muñoz Marín. With the power that she had, being the first lady of the country, she publicly voiced out how the identity of Puerto Rican students was being taken away the with americanization.
When I think about what was happening at that time, it makes sense to me that she would fight to change the instructional system from all English to all Spanish(except for the English class). At that moment in history, Puerto Rico, had more than 70% of people who were illiterate. The minorities in the Island, including some of the Ellite, knew how to read and write in Spanish because they traveled or studied overseas. The United States' Military failed at their americanization because we had a powerfull culture where Spanish was deeply related to living and being a Puerto Rican.
Since then, Puerto Rican students have not been able to learn well the English Language because they don't need it. At home, with their friends, and in the streets they will speak in Spanish. This makes the immersion in English difficult. This is why we are still in 2008-2009 and many of us spend 12 years at school learning ESL and never become fully bilingual. This is a crisis of identity that I hope it can be solved in the future years to come.
I think now days our students are more in touch with the English language because since they're little they listen unconsciously to cable TV, Pop songs, movies and video games that are all in English. I would say today we have a different kind of society, a different kind of youth who's relying more on Spanglish than English. It's a society who wants to keep Spanish language as their vernacular. It's also a society that's capable of being fully bilingual.
What's stopping us is our negative attitudes toward the language. You only learn what you desire to learn. You also learn because you encounter yourself with necessities and this forces you lo learn. Many students don't have neither the desire to learn English because they won't use it, nor the necessity that for example an immigrant faces when immersed in another culture.
What Inés María Mendoza de Muñoz Marín achieved in the 30's benefits all the other teachers except the ESL teachers because the school is not proving the students with the necessary immersion in the 2nd language. With this aspect comes the fact that this doesn't make us better speakers of the English language since there will always exist a resistance towards it. Kids know that they won't use it anywhere else except the English class.
In conclusion, I think the only thing that ESL teachers in Puerto Rico can do is to convert the classroom into another culture, a sub-culture. Provide them with the opportunity to explore another language showing respect towards Spanish and dedication to planning their classes, and practicing the language. My advice for ESL teachers is to provide the students with meaningfull experiences so that students can be in constant contact with the 2nd language.
The ESL teacher has to be a role model, someone who will be willing to accept the realities of our Puerto Rican society and will be willing to work hard to provide listening, reading and writing experiences to the students. This means speaking English even outside the classroom. It also means, preparing fun activities to guide students, without them knowing it, to love the language. ESL teachers must investigate,and integrate the language with other fields of study. Seaching for help from other organizations and other colleagues is also important.
These would be my opinions towards both languages, their Puerto Rican history, Puerto Ricos's ESL program and the decisions Inés María Mendoza de Muñoz Marín implemented a long time ago.
by:MDP
References:
Ines Maria's Biography. 9/18/08
Adress: www.flmm.com/pags_nuevas_folder/biografia_folder/bio_imm.html
Inés María Mendoza de Muñoz Marín . 9/18/2008.
Adress: http://en.wikipedia.org/wiki/In%C3%A9s_Mendoza
Inés María Mendoza de Muñoz Marín . 9/18/2008.
Adress: www.zonai.com/promociones/biografias/0101/ines.asp
Inés María Mendoza de Muñoz Marín was born on January 10, 1908. When she was 17 years old she was already teaching in the rural part of the Island. In 1937 she lost her job as a teacher in Santurce because she debated and believed that Puerto Rico's vernacular language (Spanish language), was supposed to be the language of instruction in the public school system.
At that historical time, Puerto Rico was being invaded by the United States and many schools were implementing the English language as the only language for instruction. The goal was to americanize the jíbaro by forzing him to learn something that was not part of his culture, his day to day life or his identity. Inés María Mendoza de Muñoz Marín wrote many articles in the newspaper declaring the battle against an all English curriculum and instruction in our schools.
She knew that it was going to be impossible to to this by herself so later on she married Luis Muñoz Marín. With the power that she had, being the first lady of the country, she publicly voiced out how the identity of Puerto Rican students was being taken away the with americanization.
When I think about what was happening at that time, it makes sense to me that she would fight to change the instructional system from all English to all Spanish(except for the English class). At that moment in history, Puerto Rico, had more than 70% of people who were illiterate. The minorities in the Island, including some of the Ellite, knew how to read and write in Spanish because they traveled or studied overseas. The United States' Military failed at their americanization because we had a powerfull culture where Spanish was deeply related to living and being a Puerto Rican.
Since then, Puerto Rican students have not been able to learn well the English Language because they don't need it. At home, with their friends, and in the streets they will speak in Spanish. This makes the immersion in English difficult. This is why we are still in 2008-2009 and many of us spend 12 years at school learning ESL and never become fully bilingual. This is a crisis of identity that I hope it can be solved in the future years to come.
I think now days our students are more in touch with the English language because since they're little they listen unconsciously to cable TV, Pop songs, movies and video games that are all in English. I would say today we have a different kind of society, a different kind of youth who's relying more on Spanglish than English. It's a society who wants to keep Spanish language as their vernacular. It's also a society that's capable of being fully bilingual.
What's stopping us is our negative attitudes toward the language. You only learn what you desire to learn. You also learn because you encounter yourself with necessities and this forces you lo learn. Many students don't have neither the desire to learn English because they won't use it, nor the necessity that for example an immigrant faces when immersed in another culture.
What Inés María Mendoza de Muñoz Marín achieved in the 30's benefits all the other teachers except the ESL teachers because the school is not proving the students with the necessary immersion in the 2nd language. With this aspect comes the fact that this doesn't make us better speakers of the English language since there will always exist a resistance towards it. Kids know that they won't use it anywhere else except the English class.
In conclusion, I think the only thing that ESL teachers in Puerto Rico can do is to convert the classroom into another culture, a sub-culture. Provide them with the opportunity to explore another language showing respect towards Spanish and dedication to planning their classes, and practicing the language. My advice for ESL teachers is to provide the students with meaningfull experiences so that students can be in constant contact with the 2nd language.
The ESL teacher has to be a role model, someone who will be willing to accept the realities of our Puerto Rican society and will be willing to work hard to provide listening, reading and writing experiences to the students. This means speaking English even outside the classroom. It also means, preparing fun activities to guide students, without them knowing it, to love the language. ESL teachers must investigate,and integrate the language with other fields of study. Seaching for help from other organizations and other colleagues is also important.
These would be my opinions towards both languages, their Puerto Rican history, Puerto Ricos's ESL program and the decisions Inés María Mendoza de Muñoz Marín implemented a long time ago.
by:MDP
References:
Ines Maria's Biography. 9/18/08
Adress: www.flmm.com/pags_nuevas_folder/biografia_folder/bio_imm.html
Inés María Mendoza de Muñoz Marín . 9/18/2008.
Adress: http://en.wikipedia.org/wiki/In%C3%A9s_Mendoza
Inés María Mendoza de Muñoz Marín . 9/18/2008.
Adress: www.zonai.com/promociones/biografias/
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