Recently I wrote an article for the Oregon Reading Association's newsletter and I am reprinting it here. It is directed at ELL teachers. Please share this with all your teacher friends as well! Great list for multicultural books for parents and teachers as well....
To the left you will see a picture of Tony Dorsett when he met my two older sons many decades ago. Part of our misconception is that racism can be covert - like our thinking all blacks are great athletes. Wish it were true, however....
Recently as I processed the concept of racism with my own thought patterns it seems that discussions of racism suddenly seemed to be everywhere – even on television sitcoms. The Adventures of Old Christine last night had Christine and Wanda trying to integrate their women’s gym. Of course, when Wanda outdid Christine in recruiting black members, Christine found that her former image of herself – a democrat with NO racist tendencies – was challenged. She kept inadvertently saying the wrong thing. “I think I’m going black to my office.” Back and forth the dialogue hysterically portrayed the insecurities most whites feel about racism. Say the wrong word and I will be labeled racist is the common fear. Before your blood starts boiling, understand from where I am coming.
I just read Dr. Dorothy Tatum’s book, Why are all the black kids sitting together in the cafeteria? Now, at first this book enraged me and then later on as I continued reading (had to for a class; otherwise, I would have put it down after the first page), I realized I was being challenged to think out of the box, to think in a way that was very uncomfortable for me. I have always considered myself just one of the people of color. I have not identified with the white majority. I have always erred on the side of the minority. But when someone of color looks at me for the first time, I am identified with the white segment of society nevertheless.
So what does this have to do with ELL students and teaching? Racism is sometimes very overtly portrayed in the ELL classroom, especially when more than one language group is present. Even several years ago when I was teaching middle school ELL, one segment of the population that could easily be identified as white, became elitist in thought. They believed they were smarter and better than their brown counterparts. Their parents wanted them out of ELL as soon as possible. Some even signed papers to ensure they were not going to be grouped with the ELL population, even though their language needs indicated they needed that assistance. So what does this have to do with us today?
As a society we need to become more aware of the subtleties of racism in our lives and work on creating a world where racism no longer exists is still a difficult task at hand. Racism can be subtle. Hear anyone ever say how great black athletes are? What does that have to do with race? Ever hear comments such as Asians are so smart? These generalities are what still cling to our thought processes and continue to be avenues we need to first discuss with ourselves. The next step is more reading, more education. Read what people of color think. A great book that will help in understanding our President is his book, Dreams from my father. No matter what your politics are, reading this book will guarantee a clearer understanding of our President as a young biracial man in our society.
So what can we do in our classes to make sure that all our students feel valuable and appreciated? Black history month came and went. It’s a good start, but every month should be devoted to understanding the interwoven threads of color that make our country so beautiful.
We can see bias in the English Only movement and in local referendums where ELL and bilingual education are severely negated by mandates of one year of immersion only and so on. Those who are making those dictums are sadly not always the ones who are knowledgeable about language acquisition. All we can do as purveyors of knowledge is to make sure our students understand the real stories and the real science of language acquisition and acculturation. We can begin by reading texts that truly inspire and educate us. When I was teaching ELL social studies, I made sure I read The People’s History of the United States, which integrates the experience of all peoples into our land’s history. We are led to a clearer understanding of the true meaning of the slave movement. We feel the pain of our indentured servants as they enter this country. We understand the loneliness and pain of the Asian rail workers as they mercilessly work in the worst of conditions. These stories are not fiction. They are real. They are part of the oral tradition of our varied peoples. And, when we don’t understand or even become aware of those stories, then we are not capable of teaching our students effectively.
We can also make sure we impart to our students the value of being in this society for their particular group. Reading great books that tell these stories is tantamount to success. But if they can’t read those books, how do we manage to teach them? Some publishers are coming on board with ELL versions of various texts. Sadly, most are stories like Harry Potter. When I was teaching, I actually would redo chapters of books so my students would be able to understand the essence of each book. Ones that we loved included
Ages 7 - 9
Ada, Alma Flor. My Name Is Maria Isabel. Atheneum, 1993. (Latino)Maria, a third grader who's newly moved from Puerto Rico, is devastated when her teacher decides to call her "Mary" in order to distinguish from the other two Marias in the class. Proud of her name and heritage, Maria finds a way to make her teacher understand.
Bruchac, Joseph. The Story of the Milky Way: A Cherokee Tale. Dial, 1995. (Native American) The Milky Way legend tells of an elderly couple who chase the dog that stole their cornmeal into the night sky. The result was a collection of stars that formed into the Milky Way. Exquisite illustrations contribute to the story.
Bunting, Eve. So Far from the Sea. Clarion, 1998. (Asian American) Seven-year-old Laura Iwasaki travels with her family to visit her Grandfather's grave, at the site of the Manzanar War Relocation Camp. Laura's anger at the injustice to which her family was subjected makes other family members confront their own feelings as well.
Curtis, Gavin. The Bat Boy and His Violin. Simon & Schuster, 1998. (African American) Though Reginald likes nothing better than playing his violin, his father, as manager of one of the worst teams in the Negro Leagues, needs a bat boy. In an act of compromise, Reginald performs his duties while filling the dugout with Mozart, Bach, and Beethoven. His music soon acts as inspiration to the losing team.
Lin, Grace. The Ugly Vegetables. Charlesbridge, 1999. (Asian American) In a comfortable neighborhood setting, a girl and her mother dig their garden. While the neighbors' gardens bring sweet smelling flowers, the daughter notices that theirs reaps only ugly vegetables. All ends well, however, when the soup made from the vegetables tantalizes the neighbors into sharing the savory feast. Recipes included.
Steptoe, Javaka. In Daddy's Arms I Am Tall. Lee & Low, 1997. (African American) Powerful poems celebrate African American fathers and the universal bond between fathers and children. Inventive illustrations created with a variety of materials-found objects, torn and cut paper, photographs-are a perfect match for text.
Woodson, Jacqueline. We Had a Picnic This Sunday Past. Disney, 1998. (African American) An annual family picnic is the setting for hilarious descriptions and comments of family members and the food that is brought as each appear on the scene. The message here is that, for all the teasing and joking, the gathering of extended family is a time of pure joy.
Ages 9 - 12
Armstrong, Jennifer. Steal Away. Scholastic, 1993. (Multi-ethnic) In this story of friendship and betrayal, Susannah, ward of a slave owner, helps Bethlehem, a slave girl, escape to freedom. The story the two girls' escape is told alternately by the now elderly Bethlehem and Susannah to thirteen-year-old Mary.
Bruchac, Joseph. The Arrow over the Door. Dial, 1998. (Native American) In alternating chapters, the reader comes to know two fourteen-year-olds-one Quaker and one an Abenaki Indian, whose lives at the time of the Revolution eventually intersect. Based on an actual historical event, their meeting affects their lives in a deeply spiritual manner.
Grimes, Nikki. Jazmin's Notebook. Dial, 1998. (African American) This is life seen through the eyes of fourteen-year-old Jazmin, a girl living in Harlem in the 60s and who fills her journal with lots of laughs, anger and hope. In this book about growing up, Jazmin explores life's possibilities and realizes this is only the beginning.
Katz, Jane B. Messengers of the Wind: Native American Women Tell Their Life Stories. Ballantine, 1996. (Native American) A rich mosaic of powerful personal stories of Native American women. This collection is represented by grandmothers, mothers, artists, activists, daughters, and healers all speaking eloquently and passionately about their lives and experiences. An inspirational and eloquent text.
Martinez, Floyd. Spirits of the High Mesa. Arte Publico, 1997 (Latino) In a small village in Northern New Mexico, a young Hispanic boy is torn between the cultural values held by his grandfather and the lure of modern life in America. The text is often humorous and is rich in cultural detail and adventure.
Myers, Walter Dean. At Her Majesty's Request: An African Princess in Victorian England. Scholastic, 1999. (African American) Captivated by a packet of letters found in a London bookshop, Myers reconstructs the story of Sarah Forbes Bonetta, a child of royal African descent who was rescued by a British sea-captain. A celebrity of her day, Sarah became goddaughter of Queen Victoria. Illustrated with photos and drawings from the era, and including letters penned by Sarah and her friends, this book provides an intimate portrait of Sarah and her times.
Yep, Laurence. The Amah. Putnam, 1999. (Asian American) When Amy's mother takes the job as amah (nanny) for 12-year-old Stephanie, Amy must help out at home resulting in less time to practice her role in a school ballet. An authentic look at the struggles and conflicts of Chinese-American family life.
Yep has written several wonderful chapter books, so check out his website as well. Hopefully, you will become more comfortable in your own skin and be able to help others understand the same. Every month should be tapestry month – we are a land of wonderful threads of color and we need to make sure that our every action reflects this understanding and appreciation. May you grow new shoots of understanding as well this spring….
