Eastern Michigan University

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Senior Honors Theses Honors College

2006

The Effects of Multicultural Literature in the

Classroom
Maria Boles

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Recommended Citation
Boles, Maria, "The Effects of Multicultural Literature in the Classroom" (2006). Senior Honors Theses. Paper 62.

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The Effects of Multicultural Literature in the Classroom
Degree Type
Open Access Senior Honors Thesis

Department
Teacher Education

Keywords
Multiculturalism in literature, Multicultural education

This open access senior honors thesis is available at Digital Commons @ EMU: http://commons.emich.edu/honors/62
THE EFFECTS OF MULTICULTURAL LITERATURE IN THE CLASSROOM

by

Maria Boles

A Senior Thesis Submitted to the

Eastern Michigan University

Honors College

in Partial Fulfillment of the Requirements for Graduation

with

Honors in Teacher Education

January 13, 2006

 Introduction/Rationale

Imagine this. It is your first day of school. You are sitting at your desk ready for

the teacher to begin teaching. All of a sudden the teacher begins speaking in Japanese

and you only know English. How are you going to understand what is being asked of

you? For many children who come to America from other countries this is all too

common of an experience. What can we as teachers do to make their school experiences

less frustrating?

I have been working in a preschool for three years and the majority of the children

at the school are from a minority culture. I have both seen children being frustrated and

been frustrated myself by a simple inability to understand the other persons language. It

is vitally important to be able to understand what others are trying to say. More

important, however, is the ability to understand what others are experiencing. It is vital

for teachers to be able to understand their students perspectives.

Literature of any kind can be important for children of other cultures. I have

worked extensively with a child who moved to this country at the age of 2 and taught

himself how to speak fluent English simply by listening to stories. He learned all his

basic vocabulary by listening to stories. Now at the age of 4, he speaks English as

fluently as any native speaker. He loves stories and can read many of his favorites.

Multicultural literature has special effects for both students and teachers.

Minority students feel recognized and understood when their culture is acknowledged.

Students from the mainstream culture learn that there are other perspectives and ways of

doing things that are just as valuable as their own. Multicultural literature can also play a

very important role for teachers. As educators we have all experienced the feeling of
wishing that a child would just behave. By learning about other cultures it might open

our eyes to the fact that what we may consider unusual or a form of misbehavior is

considered a sign of respect in another culture. Students may believe that they are

behaving very appropriately when in fact they may be doing the opposite of what you

asked them to do simply because they did not understand the directions.

Our society is becoming increasingly diverse and it is more important now than

ever before to learn all that we can to truly create a welcoming classroom atmosphere.
 Review of the Literature

In order to discuss multicultural literature, we must first define it. At the most

basic level, multicultural literature includes literature about people who are considered to

be outside of the mainstream of society and have been marginalized in some way

(Canales, Lucido & Salas, 2002). More narrowly defined, multicultural literature focuses

on people of color from diverse cultural, linguistic and religious groups (Canales, Lucido

& Salas, 2002).

Why is it important?

Why even bother to include multicultural literature in the school curriculum one

might ask? For starters not all of our students are the same. By 2020, 50% of the

students in our schools will be minorities and 85% of our teachers will be white females,

who differ from their students racially, culturally, and in social status (Canales, Lucido &

Salas, 2002; Diamond & Moore, 1995). The number of interracial marriages in the

United States now exceeds 1.7 million (Johnson & Lee, 2000).

Why does it matter if students read about themselves skeptics might wonder? In a

recent article, Hefflin and Barksdale-Ladd (2001) discuss the importance of children

relating to characters and situations found in books reflective of their own culture.

Students need to be able to make connections between literature and their everyday lives.

Literature can provide children with a sense of affirmation about themselves and their

culture (Colby & Lyon, 2004). This ability to relate to characters and situations in books

can be a major factor in book selection (Colby & Lyon, 2004).

When children dont find themselves reflected in books, they are less likely to be

engaged in the reading process. Also, they receive the subtle message that school is not
for people like them (Colby & Lyon, 2004). Students are often asked to make

connections to what they are reading, so it is important that they are able to find

characters and situations that they can relate to in the books that they are reading.

Multicultural literature can be used to create a classroom where all students are valued

(Colby & Lyon, 2004).

Multicultural literature can be used as a tool to open students minds. It helps to

stimulate an understanding of diversity in the classroom and helps to build an

understanding of and respect for people from other cultures. Also, multicultural literature

can be used to examine racism (Colby & Lyon, 2004). Literature is a powerful tool to

weaken and dissolve racism.

The importance of multicultural literature is even more important with younger

children because they receive the majority of their messages through pictures. If children

of color never see themselves in literature, will they feel devalued? Also, if the

majoritys culture children never see children of color in literature, will they not develop

negative attitudes about children who do not look like them (Joshua, 2002)? When

students realize the effects of seeing only white people portrayed in books, they begin to

empathize with children from unrepresented cultures in childrens literature (Colby &

Lyon, 2004). The lack of awareness that there is a certain privilege that skin color can

grant you continues to be a problem with both adults and children alike.

Other benefits include a development of vocabulary, stimulating imagination,

facilitating empathy, increased knowledge of ones own heritage, and fostering positive

self-concepts and identity (Taylor, 1997). Multicultural literature can teach children

more about their cultural heritage, as well as pride for their past.
Goals of Multicultural Literature

There are six main goals in teaching children multicultural literature. First,

multicultural literature increases sense of self-worth and a sense that they have a chance

for a successful future. Knowledge about other cultural groups lays the foundation for

developing cultural pluralism, which is defined as a condition in which many cultures

coexist within a society and maintain their cultural differences (dictionary.com),

intergroup harmony and the ability to think from a multicultural perspective (Ford, Harris

& Howard, 1999).

The second goal includes achieving educational equity. Educational equity has

three basic conditions: a) an equal opportunity to learn, b) positive educational outcomes

for both individuals and groups, and c) equal physical and financial conditions for

students to grow to their fullest potential cognitively, academically, and affectively (Ford,

Harris & Howard, 1999).

The third goal is working towards cultural pluralism. When educators support

cultural pluralism they modify fundamental conditions to promote equitable learning.

Their goal is to help students develop understanding and respect for people who are

different from them (Ford, Harris & Howard, 1999).

The fourth goal of multicultural literature is to create a sense of empowerment in

students. Students must help students become independent learners. Empowerment also

helps student take an active role in improving the lives of others (Ford, Harris & Howard,

1999).

The fifth goal includes the ability to work in groups in harmony. Educators

provide knowledge and skills that prepare students to work with members of their own
cultural groups and other cultural groups. Instruction includes opportunity for students to

work with and learn from each other (Ford, Harris & Howard, 1999).

The final goal includes teaching from a multicultural perspective. This means

educators must challenge assumptions and stereotypes. For example, teachers need to

select literature that does not promote stereotypical perspectives. Also, teachers must see

that culture, race, gender, religion, SES, and ability are variables in the learning process

(Ford, Harris & Howard, 1999).

Criteria for Selecting Multicultural Literature

One of the most important things to consider when choosing any book is to make

sure that it relates to the childrens lives (Meier, 2003). If children dont feel a sense of

connection to what they are reading they will not feel compelled to try to understand the

book, therefore losing any benefits they may have gained.

In order for a multicultural book to do the culture justice the characters should be

authentic, not stereotyped (Canales, Lucido & Salas, 2002). The characters must reflect

the distinct cultural experiences and views of the specific group that is being portrayed

(Diamond & Moore, 1995). Going along with this idea, character representations must

be portrayed in a true-to-life and balanced manner. The characters and cultures should

show both good and bad characteristics (Canales, Lucido & Salas, 2002; Diamond &

Moore, 1995).

The settings should be consistent with the environment of the culture that is being

portrayed (Canales, Lucido & Salas, 2002; Diamond & Moore, 1995). Also, the themes

that are developed within the story must be consistent with the values, beliefs, customs,

traditions, needs and conflicts of the specific culture (Canales, Lucido & Salas, 2002;
Diamond & Moore, 1995). In addition, the pictures, gender roles, and language

characteristics of the cultural group should be accurate (Canales, Lucido & Salas, 2002;

Diamond & Moore, 1995).

When choosing multicultural literature we do not want to offend the cultural

group that we are trying to portray. The literature must be free of stereotypes in

language, illustrations, behavior, and character traits (Diamond & Moore, 1995). Also,

the language used must show sensitivity to the culture as certain terms can be considered

very offensive.

Categories of Multicultural Literature

There are four main categories of multicultural literature: racism, poverty, gender

equity, and religious beliefs (Brown, Davis, Liedel-Rice & Soeder, 1995). The five main

cultural groups included in multicultural literature are African-American, Latino

American, Asian American, Native American, and Jewish (Bigler, 2005). Although these

are the cultural groups that we typically see represented in childrens literature they are

by no means the only cultural groups that should be or are represented. It is also

important to include literature about Middle-Eastern, Indian, South American and other

cultural groups.

Barriers in Teaching Multicultural Literature

There are several barriers that can interfere with effective use of multicultural

literature. First there is the much debated insider/outsider status (Kruse, 2001). This

argument essentially states that the experiences of any cultural group can only be

effectively presented by people who are actually members of that group. The idea that
naturally follows from this theory is that outsiders are incapable of empathizing with the

experiences of people who are different from them (Kruse, 2001).

A second barrier is the idea of diversity vs. universality (Kruse, 2001). This

includes the idea that there is always a risk that celebrating differences may actually build

up cultural barriers. However, to state that people are essentially the same ignores the

role of race and ethnicity in shaping childrens experiences and perceptions (Kruse,

2001).

Another barrier includes the idea of informing vs. empowering (Kruse, 2001). As

an outsider to a specific cultural group, we may merely be informing students about a

culture instead of empowering them to take charge as an insider to the group would be

able to take charge.

The final barrier is the idea of empathy vs. defensiveness (Kruse, 2001). Studies

have found that older children become increasingly defensive about injustices to different

cultures, while younger students seem to express outrage and sadness. Students who are

uncomfortable with injustices may deny prejudice, attribute negative behaviors to

minorities or through charges of reverse racism (Kruse, 2001).

Strategies for Teaching Multicultural Literature

There are several general strategies that can make reading in general more fun and

can be especially effective in teaching multicultural literature. First, it is important to

teach book reading behaviors explicitly (Meier, 2003). This includes responding to

known-answer questions. This includes asking students questions in which answers are

found directly in the text. These are known as right there questions. Another helpful

strategy is the ability to make books come alive for the children (Meier, 2003). Children
can dramatize the stories that they read, while teachers can use dolls and puppets to act

stories out to the class. This helps students form powerful attachments to the literature

(Meier, 2003).

The first strategy specific to multicultural literature stresses the importance of

introducing students to literature rather than simply exposing them to literature (Kruse,

2001). Introducing a text implies that you are establishing an acquaintance with that text,

along with a possibility that further dialogue with ensue. Unlike exposures, introductions

suggest pleasant and sustained engagements with diversity (Kruse, 2001). It is not

enough to simply bring in a story about another culture and read it to the students. It is

vital to teach students the connections that they can take from the literature and apply to

their own lives. Also, it should be the routine, not the exception, to use multicultural

literature in the classroom.

A second strategy stresses the difference between a Eurocentric vs. Multicentric

world view (Kruse, 2001). Although there may be a general pattern of thinking for the

different cultural groups, the teacher should emphasize that intragroup diversity applies to

members of all cultural groups. Within each cultural group there are always exceptions

to what is generally common among members of the group (Kruse, 2001). Rather than

attributing an experience or identity to a single aspect such as race or ethnicity, it is

important to individualize the experience. No one piece of literature should speak for an

entire cultural group (Kruse, 2001).

It is important to approach celebrations and holidays for the various cultures on

their own terms rather than considering them similar to or different from local norms

(Kruse, 2001). Decentering the local culture by resisting comparisons, which may be
inaccurate, increases students awareness not only of diversity, but of the culturally

constructed nature of ones world view (Kruse, 2001).

Finally, it is important that you do not simply tell about a story or experience

(Kruse, 2001). It is important to take the time to discuss what you have read as you

would with any good piece of literature. Differences should not be minimized nor should

stereotypes be perpetuated (Kruse, 2001).

Banks 4 Levels of Integration

James Banks has developed a model for integration of multicultural content into

the curriculum (Canales, Lucido & Salas, 2002; Ford, Harris & Howard, 1999). At the

lowest level of the model, the Contributions Approach, educators focus on the highlights,

heroes, and holidays of a particular culture (Canales, Lucido & Salas, 2002; Ford, Harris

& Howard, 1999). This approach is the most frequently adopted and extensively used in

schools, yet it is also the most simplistic. In this approach, the traditional ethnocentric

curriculum remains unchanged in its basic structure, goals, and characteristics. Cultural

traditions, foods, music, and dance may be discussed, but little attention is given to their

meaning and significance to minority groups (Ford, Harris & Howard, 1999). This level

is a good example of the strategy that stresses the importance of introducing students to

multicultural literature rather than simply exposing them to the literture. It is not enough

to simply tell the students about these ideas; the ideas and concepts must be discussed at a

deeper level.

At the next level, the Additive Approach, content, concepts, and themes that

reflect other cultures are added to the curriculum without thoroughly integrating and

connecting the cultural concept throughout the curriculum (Canales, Lucido & Salas,
2002; Ford, Harris & Howard, 1999). Again, you are simply telling a story at this stage.

This level is where teachers can fall into the trap of simply comparing and contrasting

similarities and differences among cultures.

The third level is the Transformational Approach in which the structure of the

curriculum is changed to provide students with the opportunity to view concepts, issues,

events, and themes from the perspectives of different cultural groups (Canales, Lucido &

Salas, 2002; Ford, Harris &Howard, 1999). This is where we can challenge the

assumption that a Eurocentric world view is best. Strategies are used to teach students to

have empathy and see the world through other peoples views rather than just their own.

This can include the use of role-play activities and drama.

The highest level is the Social Action Approach. Here, students identify social

problems and concerns, make decisions, and take actions to helps resolve the problems

they have identified (Canales, Lucido & Salas, 2002; Ford, Harris & Howard, 1999).

Students feel empowered and are proactive; student self-examination becomes central in

this level (Ford, Harris & Howard, 1999). This is more than simple discussion or role-

playing. This is where students take action and make a difference. This include

something as simple as desegregating the seating in the cafeteria or writing letters to get

policies changed.

African-American Childrens Preferences in Multicultural Literature

It is interesting and extremely worthwhile for teachers to examine the literature

preferences of children. There was a study (Taylor, 1997) that looked at the responses of

African-American and Hispanic students to two types of African-American contemporary

fiction: melting pot and culturally conscious stories. Culturally conscious stories are
written to depict an authentic African American perspective and lifestyle while melting

pot stories are usually written from a mainstream (European) perspective (Taylor, 1997).

There was also a smaller category of literature included, socially conscious literature,

which focuses on the conflicts that occurred between African Americans and Europeans

when integration took place. These types of books were intended to help non-African

American readers empathize and tolerate African-American children (Taylor, 1997).

In the melting pot stories, African-Americans are included in stories about non-

African Americans. Most of the African-Americans are reduced to the background and

are of little importance. In these books most differences, except skin color, are ignored.

The majority of these books are picture books; they are not concerned with racial

prejudice (Taylor, 1997).

The culturally conscious stories reflect the social and cultural traditions associated

with growing up African-American in the United States. The primary purpose of these

stories is to allow authors to speak to African-American children about themselves and

their lives (Taylor, 1997). Some of the elements found in these books are: use of Black

English dialect, relationships between young and old, extended families, awareness of

skin color, tradition of naming, inclusion of African-American historical and cultural

traditions, and focus on African-American religion (Taylor, 1997). In the study (Taylor,

1997), the African-American students showed a strong preference for culturally

conscious literature, while the Hispanic students rated these books less favorably.

Literary Criticism/Some Common Mistakes

There are several frequent dangers that teachers can fall pray to when selecting

multicultural literature for their classroom. Teachers sometimes get caught up in the
common assumption that a book is multicultural and worthwhile if it has non-European

characters or themes in it and if it is critically acclaimed in well-known journals

(Mendoza & Reese, 2001).

Observers in early childhood classrooms have noted two other problems that

frequently occur with educators. One is the assumption that a single book about a group

can adequately portray that groups experience. Another mistaken belief is the idea that

one can easily find a wide range of good-quality multicultural literature in libraries and

bookstores (Mendoza & Reese, 2001).

A final problem is the fact that teachers can feel overwhelmed by the prospect of

finding and evaluating the books. They dont want to offend anyone but they worry that

they might inadvertently select and share inappropriate books. Teachers days are

already very busy and interrupted; any new task, even if it is worthwhile, can seem

enormous (Mendoza & Reese, 2001).

Reliable, in-depth background information about the diverse groups and cultures

in the United States is essential to evaluating multicultural childrens literature. One way

to address these issues is by checking with people of the culture about the content of a

book and its authenticity. Unfortunately, this information may not have been part of

teachers basic education or everyday experience (Mendoza & Reese, 2001).

 Classroom Implications

We are going to get more diverse in our classrooms in the coming years. Students

need to be able to relate what is going on in the classroom to their own lives. If children

dont find themselves reflected in what they are learning, then they are less likely to be

engaged.

Multicultural literature also creates a community within the classroom because

students learn that not only are differences tolerated, they are also embraced. This will

help to cut down on the bullying and teasing that takes place in the classroom. Students

will be able to empathize with the injustices suffered by their classmates. Students will

be better able to work harmoniously in groups.

Through working with Erin, I have learned how valuable literature is for speakers

of other languages. As Erin and I read literature together, she learned basic phonemic

awareness. The combination of pictures and words helped her learn English in a way that

words alone could not. Part of the reason why it is so important to use multicultural

picture books is because the pictures can be used as a point of references even if the

teacher does not speak the childs native language. Also, the pictures give the child

options for what they want to learn more about. Erin loved asking me what a word was

in English and then comparing it to the Hebrew word. Pictures also help with

comprehension because visual images tend to be universal.

There are numerous ways to incorporate multicultural literature into the

classroom. Self-awareness is an important theme that is discussed in African-American

literature. The story Bein This Way With You by Nikola-Lisa is written in rap and

celebrates diversity. The message in this book is that despite peoples physical
differences we are alike. Nikki Grimes poem, Sweet Blackberry, from the book Meet

Danitra Brown, teaches kids how to deal with teasing about their physical appearance.

After reading these stories, and others with a similar theme, students could draw a portrait

of a classmate or create a Wanted poster that identifies a special quality in a classmate

(Carazo, 1997; Flynn, 1995). Another very important theme in African-American

literature is the concept of families. It is important to choose books that portray African-

American males in a positive way, such as Daddy by Jeanette Caines. Students can

create family portraits, write essays and poems about family members, and invite family

members to the classroom to see their work (Carazo, 1997; Flynn, 1995). Another

important theme in all types of multicultural literature is the idea of friendships,

especially interracial ones. Possible activities tied to the theme of friendship include

webbing the characteristics of friendship, pen pals, and writing stories and poems about

friendship and specific friends (Carazo, 1997; Flynn, 1995). Finally, another important

theme in African-American literature is childrens relationship to the community. Faith

Ringgolds Tar Beach is an excellent story for addressing this issue. Activities include

taking a field trip in your local community, inviting different members of the community

(police, firefighters, etc.) to come talk to students about their jobs, and a community

service project such as planting a garden (Carazo, 1997; Flynn, 1995).

An important theme in Asian-American literature is the process of immigrating to

the United States and learning the language. Many Asian-American and Latino

American stories deal with the difficulties that these students face when trying to be

accepted by their peers. After reading stories dealing with this issue, students that speak

another language could teach their English speaking peers a few key phrases from their
language (Cheun, K.; Chiu, E.; Mah-Rice, D.; & Yamabe, J., 1996; Davan, 2005;

Sutherland, 1997). Not only is this a learning experience for both groups of students, it

teaches students that everyone has something valuable to offer. Another important theme

is the concept of cultural appropriateness. Many students learn that gestures or actions

that are acceptable in their country are not acceptable in America and vice-versa.

Students can discuss various actions that are considered rude and/or polite by others

(Cheun, K.; Chiu, E.; Mah-Rice, D.; & Yamabe, J., 1996). When immigrating, another

important theme discussed in multicultural literature is the idea that some items have to

be left behind in the native country. Students could create a list of items that they would

take if they were only allowed to pack their most prized possessions. Students could also

create a simulated journal describing their feelings when they had to leave those items

behind (Cheun, K.; Chiu, E.; Mah-Rice, D.; & Yamabe, J., 1996). Another theme is

cultural differences in how we eat. It would be an interesting and fun learning experience

for students to practice eating their food with chopsticks (Cheun, K.; Chiu, E.; Mah-Rice,

D.; & Yamabe, J., 1996; Davan, 2005).

Through multicultural literature, you are able to open many doors and cross over

barriers to reach your students. Books can provide students with one-on-one instruction

about a culture when you may not be able to find the time. Using multicultural literature

allows you to open up a world of opportunities to all students.

 Maria Boles

References

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Education Classrooms. Gifted Child Today, 14-21.

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Appendices
 Annotated Bibliography

Racism

1) Felita: Mohr, Nicholasa (1999). Felita. New York: Penguin Putnam Books

for Young Readers. A vivid portrayal of a close-knit Hispanic community.

Felita's parents promise she will love their new neighborhood. Only Abuelita,

her grandmother, understands how much Felita will miss her old block, and her

best friend Gigi. Sadly, her new neighbors taunt and tease Felita and her family

because they are from Puerto Rico.

2) The Story of Ruby Bridges: Coles, Robert (1995). The Story of Ruby

Bridges. New York: Scholastic. For months, six-year-old Ruby Bridges must

confront the hostility of white parents when she becomes the first African

American girl to integrate Frantz Elementary School in New Orleans in 1960.

Poverty

3) Bud, Not Buddy: Curtis, Christopher Paul (1999). Bud, Not Buddy. New

York: Bantam Doubleday Dell Books for Young Readers. Ten-year-old

Bud, a motherless boy living in Flint, Michigan, during the Great Depression,

escapes a bad foster home and sets out in search of the man he believes to be his

father--the renowned bandleader, H.E. Calloway of Grand Rapids.

4) Forged by Fire: Draper, Sharon Mills (1997). Forged by Fire. New York:

Simon & Schuster Children's. As a neglected toddler of a drug-addict mother,

Gerald almost burns to death in his apartment. Rescued by his strong, loving

Aunt Queen, Gerald enjoys a warm secure life for a few years; unfortunately,

Aunt Queen dies and Gerald's mother and a cruel, abusive stepfather enter his
 life. The only positive part of this new family is his gentle, younger, half-sister,

Angel whom he struggles to protect from his evil stepfather.

5) Just Juice: Hesse, Karen (1999). Just Juice. New York: Scholastic.

Realizing that her father's lack of work has endangered her family, nine-year-

old Juice decides that she must return to school and learn to read in order to help

their chances of surviving and keeping their house.

Religious Beliefs

6) The Devils Arithmetic: Yolen, Jane (1990). The Devils Arithmetic. New

York: Penguin Putnam Books for Young Readers. During a Passover

Seder, 12-year-old Hannah finds herself transported from America in 1988 to

Poland in 1942, where she assumes the life of young Chaya. Within days the

Nazis take Chaya and her neighbors off to a concentration camp, mere

components in the death factory. As days pass, Hannah's own memory of her

past, and the prisoners' future, fades until she is Chaya completely.

7) The Breadwinner: Ellis, Deborah (2001). The Breadwinner. New York:

Groundwood Books. Because the Taliban rulers of Kabul, Afghanistan,

impose strict limitations on women's freedom and behavior, eleven-year-old

Parvana must disguise herself as a boy so that her family can survive after her

father's arrest.

8) Magid Fasts for Ramadan: Lewis, Earl B. (2000). Magid Fasts for Ramadan.

New York: Houghton Mifflin. Magid, an eight-year-old Muslim boy in

Cairo, is determined to celebrate Ramadan by fasting, despite the opposition of

family members who feel that he is not yet old enough to fast.
 9) Just Plain Fancy: Polacco, Patricia (1994). Just Plain Fancy. New York:

Random House Books for Young Readers. Naomi, an Amish girl whose

elders have impressed upon her the importance of adhering to the simple ways

of her people, is horrified when one of her hen eggs hatches into an extremely

fancy bird.

Interracial Families

10) Black is Brown is Tan: Adoff, Arnold (2004). Black is Brown is Tan. New

York: Harper Collins Childrens Books. Describes in verse a family with a

brown-skinned mother, white-skinned father, two children, and their various

relatives.

11) How My Parents Learned to Eat: Friedman, Ina R. (1987). How My Parents

Learned to Eat. New York: Houghton Mifflin. An American sailor courts a

young Japanese woman and each tries, in secret, to learn the other's way of

eating.

12) Two Mrs. Gibsons: Igus, Toyomi (2001). Two Mrs. Gibsons. New York:

Childrens Book Press. One little girl, Toyoni, the product of a biracial

marriage, shows how two women from different parts of the world, Tennessee

and Japan, affect her life. Although they are from different cultures, her rich

experiences bind them all together through their love for each other.

13) Winter Wood: Spohn, David (1991). Winter Wood. New York: Harper

Collins Childrens Books. A young boy and his father go out to the winter

woods to chop firewood, enjoying the work and the natural world around them.
 14) Black, White, Just Right: Davol, Marguerite W. (1993). Black, White, Just

Right. New York: Albert Whitman. A girl explains how her parents are

different in color, tastes in art and food, and pet preferences, and how she

herself is different too, but just right.

15) Horace: Keller, Holly (1991). Horace. New York: Greenwillow Books.

Horace, an adopted child, realizes that being part of a family depends on how

you feel and not how you look.

16) Ginger Brown: Too Many Houses: Wyeth, Sharon Dennis (1996). Ginger

Brown: Too Many Houses. New York: Random House Childrens Books.

When her parents get a divorce, six-year-old Ginger lives for a while with each

set of grandparents and begins to understand her mixed background and her new

family situation.

17) The Rabbits Wedding: Williams, Garth (1969). The Rabbits Wedding.

New York: Harper Collins. The story of a white rabbit and a black rabbit

who get married in the forest.

Egypt

18) Zekmet the Stone Carver: Stolz, Mary (1991). Zekmet the Stone Carver.

New York: Harcourt. Chosen to design a magnificent monument for a vain

and demanding Pharoah, an Egyptian stone carver conceives of and begins work

on the Sphinx which still stands in the Egyptian desert today.

19) Mummies Made in Egypt: Aliki (1985). Mummies Made in Egypt. New

York: Harper Collins Childrens Books. Describes the techniques and the

reasons for the use of mummification in ancient Egypt.

African-American

20) The Patchwork Quilt: Flournoy, Valerie (1985). The Patchwork Quilt. New

York: Dial. Using scraps cut from the family's old clothing, Tanya helps her

grandmother and mother make a beautiful quilt that tells the story of her

family's life.

21) The Village of Round and Square Houses: Grifalconi, Ann (1986). The

Village of Round and Square Houses. New York: Little, Brown &

Company. A grandmother explains to her listeners why in their village on the

side of a volcano the men live in square houses and the women in round ones.

22) A Million FishMore or Less: McKissack, Patricia C. (1992). A Million

FishMore or Less. New York: Random House Childrens Books. A boy

learns that the truth is often stretched on the Bayou Clapateaux, and gets the

chance to tell his own version of a bayou tale when he goes fishing.

23) The Hundred Penny Box: Mathis, Sharon Bell (1978). The Hundred Penny

Box. New York: Viking Childrens Books. Michael's love for his great-

great-aunt who lives with them leads him to intercede with his mother, who

wants to toss out all her old things.

24) The Black Snowman: Mendez, Phil (1991). The Black Snowman. New

York: Scholastic. Through the powers of a magical kente, a black snowman

comes to life and helps young Jacob discover the beauty of his black heritage as

well as his own self-worth.

25) Why Mosquitoes Buzz in Peoples Ears: Aardema, Verna (1978). Why

Mosquitoes Buzz in Peoples Ears. New York: Penguin Putnam Books for
 Young Readers. Mosquito tells iguana such a preposterous tall tale that iguana

puts sticks in his ears so he won't have to hear her nonsense. This causes a chain

of events that upsets all the animals. When lion calls a council to solve the

problem, the animals realize mosquito is at fault. To this day, mosquitoes whine

in people's ears to ask if everyone is still angry.

26) Willies Not the Hugging Kind: Barrett, Joyce Durham (1989). Willies Not

the Hugging Kind. New York: Harper Collins Childrens Books. Willie's

best friend Jo-Jo thinks hugging is silly, so Willie stops hugging everybody, but

he soon misses giving and getting hugs from his family.

27) More Than Anything Else: Bradby, Marie (1995). More Than Anything

Else. New York: Orchard Books. Nine-year-old Booker works with his

father and brother at the saltworks, but dreams of the day when he'll be able to

read.

28) The Stories Julian Tells: Cameron, Ann (1989). The Stories Julian Tells.

New York: Knopf Publishing Group. This story is told through episodes

about seven-year-old Julian's life which include getting into trouble with his

younger brother Huey, planting a garden, what he did to try to grow taller,

losing a tooth, and finding a new friend.

29) The Story of Ruby Bridges: Coles, Robert (1995). The Story of Ruby

Bridges. New York: Scholastic. For months, six-year-old Ruby Bridges must

confront the hostility of white parents when she becomes the first African

American girl to integrate Frantz Elementary School in New Orleans in 1960.

30) Grandpas Face: Greenfield, Eloise (1996). Grandpas Face. New York:

Penguin Putnam Books for Young Readers. Seeing her beloved grandfather

making a mean face while he rehearses for one of his plays, Tamika becomes

afraid that someday she will lose his love, and he will make that mean face at

her.

31) The People Could Fly: Hamilton, Virginia (2004). The People Could Fly.

New York: Random House Childrens Books. In this retelling of a folktale,

a group of slaves, unable to bear their sadness and starvation any longer, calls

upon the African magic that allows them to fly away.

32) Jamaica Tag-Along: Havill, Juanita (1990). Jamaica Tag-Along. New

York: Houghton Mifflin. When her older brother refuses to let her tag along

with him, Jamaica goes off by herself and allows a younger child to play with

her.

33) Amazing Grace: Hoffman, Mary (1991). Amazing Grace. New York: Dial.

Grace loves stories, and with a boundless imagination she acts them all out. One

day, her teacher asks who would like to play the lead in the play Peter Pan.

Grace eagerly raises her hand, but Raj tells her she isn't a boy, and Natalie tells

her she can't because she is black. Nana sets Grace straight: she can do anything

she sets her mind to! Grace's talent bursts forth, and she wins the audition hands

down.

34) Sweet Clara and the Freedom Quilt: Hopinson, Deborah (1995). Sweet Clara

and the Freedom Quilt. New York: Knopf Publishing Group. A young
 slave stitches a quilt with a map pattern which guides her to freedom in the

North.

35) Mayfield Crossing: Nelson, Vaunda Micheaux (2002). Mayfield Crossing.

New York: Penguin Putnam Books for Young Readers. When the school in

Mayfield Crossing is closed, the students are sent to larger schools, where the

black children encounter racial prejudice for the first time. Only baseball seems

a possibility for drawing people together.

36) Dinner at Aunt Connies House: Ringgold, Faith (1993). Dinner at Aunt

Connies House. New York: Hyperion. Dinner at Aunt Connie's is even

more special than usual when Melody meets not only her new adopted cousin

but twelve inspiring African-American women, who step out of their portraits

and join the family for dinner.

37) Mufaros Beautiful Daughters: Steptoe, John (1987). Mufaros Beautiful

Daughters. New York: William Morrow & Company, Inc. Mufaro's two

beautiful daughters, one bad-tempered, one kind and sweet, go before the king,

who is choosing a wife.

38) Working Cotton: Williams, Shirley Anne (1997). Working Cotton. New

York: Harcourt Childrens Books. A young black girl relates the daily

events of her family's migrant life in the cotton fields of central California.

Native American

39) Annie and the Old One: Miles, Miska (1985). Annie and the Old One. New

York: Little, Brown & Company. When Annie's Navajo grandmother says
 that when Annie's mother's rug is completely woven that the grandmother will

die, Annie tries to hold back time by unweaving the rug in secret.

40) Thirteen Moons on Turtles Back: Bruchac, Joseph (1997). Thirteen Moons

on Turtles Back. New York: Penguin Putnam Books for Young Readers.

Celebrates the seasons of the year through poems from the legends of such

Native American tribes as the Cherokee, Cree, and Sioux.

41) Cheyenne Again: Bunting, Eve (1995). Cheyenne Again. New York:

Houghton Mifflin. In the late 1880's, a Cheyenne boy named

Young Bull is taken to a boarding school to learn the white man's ways.

42) The Girl Who Loved Wild Horses: Goble, Paul (1986). The Girl Who Loved

Wild Horses. New York: Simon & Schuster Adult Publishing Group. A

Native American girl loves horses and spends all her free time with them. When

a storm hits, she and her horses are forced to flee and they end up lost, but a

handsome stallion, the leader of the wild horses, welcomes her to live with

them. Gradually the girl relinquishes her life with her people, and years later,

turns into a beautiful mare herself.

43) Legend of the Indian Paintbrush: DePaola, Tomie (1991). Legend of the

Indian Paintbrush. New York: Penguin Putnam Books for Young Readers.

Little Gopher follows his destiny, as revealed in a Dream-Vision, of becoming

an artist for his people and eventually is able to bring the colors of the sunset

down to the earth.

 44) Dream Wolf: Goble, Paul (1997). Dream Wolf. New York: Simon &

Schusters Children. When two Plains Indian children become lost, they are

cared for and guided safely home by a friendly wolf.

45) Knots on a Counting Rope: Archambault, John and Martin, Bill (1997).

Knots on a Counting Rope. New York: Henry Holt & Company,

Incorporated. A grandfather and his blind grandson, Boy-Strength-of-Blue-

Horses, reminisce about the young boy's birth, his first horse, and an exciting

horse race.

Asian American

46) The Rajahs Rice: Barry, David (1994). The Rajahs Rice. New York: W.

H. Freedman Company. When Zandra, the official bather of the Rajah's

elephants, saves them from serious illness, she exacts from the Rajah a reward

more costly than he realizes.

47) Sadako and the Thousand Paper Cranes: Coerr, Eleanor (1998). Sadako and

the Thousand Paper Cranes. New York: Penguin Group. Hospitalized with

the dreaded atom bomb disease, leukemia, a child in Hiroshima races against

time to fold one thousand paper cranes. She hopes to verify the legend that by

doing so a sick person will become healthy.

48) One Grain of Rice: Demi, Hitz (1997). One Grain of Rice. New York:

Scholastic. A reward of one grain of rice doubles day by day into millions of

grains of rice when a selfish raja is outwitted by a clever village girl.

49) Grandfather Tangs Story: Tompert, Ann (1991). Grandfather Tangs Story.

New York: Crown Books for Young Readers. Grandfather tells a story
 about shape-changing fox fairies who try to best each other until a hunter

brings danger to both of them.

50) Year of Impossible Goodbyes: Choi, Sook Nyul (1992). Year of Impossible

Goodbyes. New York: Houghton Mifflin. A young Korean girl survives the

oppressive Japanese and Russian occupation of North Korea during the 1940s,

to later escape to freedom in South Korea.

51) Carp for Kimiko: Kroll, Virginia L. (1996). Carp for Kimiko. New York:

Charlesbridge Publishing, Inc. Although the tradition is to present carp kites

only to boys on Children's Day, Kimiko's parents find a way to make the day

special for her.

52) Bracelet: Uchida, Yoshiko (1996). Bracelet. New York: Penguin Putnam

Books for Young Readers. Emi, a Japanese American in the second grade, is

sent with her family to an internment camp during World War II, but the loss of

the bracelet her best friend has given her proves that she does not need a

physical reminder of that friendship.

Latino American

53) Pedro and the Padre: Aardema, Verna (1991). Pedro and the Padre. New

York: Dial Books for Young Readers. Pedro is a Mexican boy who has two

major faults: he is lazy, and he has no trouble telling a lie to get himself out of a

sticky situation. After he falls asleep one too many times while working on his

father's farm, Pedro is sent out into the world to make a living, then taken in by

a kind padre who offers shelter and food in return for chores. But Pedro cannot

camouflage his flaws.

54) Days Work: Bunting, Eve (2004). Days Work. New York: Houghton

Mifflin. When Francisco, a young Mexican American boy, tries to help his

grandfather find work, he discovers that even though the old man cannot speak

English, he has something even more valuable to teach Francisco.

55) Abuela: Dorros, Arthur (1997). Abuela. New York: Penguin Putnam

Books for Young Readers. While riding on a bus with her grandmother, a

little girl imagines that they are carried up into the sky and fly over the sights of

New York City.

56) And Now Miguel: Krumgold, Joseph (1976). And Now Miguel. New

York: Harper Collins Childrens Books. Every summer the men of the

Chavez family go on a long and difficult sheep drive to the mountains. All the

men, that is, except for Miguel. All year long, twelve-year-old Miguel tries to

prove that he, too, is up to the challenge - that he, too, is ready to take the sheep

into his beloved Sangre de Cristo Mountains. When his deeds go unnoticed, he

prays to San Ysidro, the saint for farmers everywhere. And his prayer is

answered...but with devastating consequences.

57) Birthday Basket for Tia: Mora, Pat (1992). Birthday Basket for Tia. New

York: Simon & Schuster Childrens. With the help and interference of her

cat Chica, Cecilia prepares a surprise gift for her great-aunt's ninetieth birthday.

58) Too Many Tamales: Soto, Gary (1993). Too Many Tamales. New York:

Penguin Putnam Books for Young Readers. Maria tries on her mother's

wedding ring while helping make tamales for a Christmas family get-together.

Panic ensues when hours later, she realizes the ring is missing.
59) I Speak English for My Mom: Stanek, Muriel (1989). I Speak English for

My Mom. New York: Albert Whitman. Lupe, a young Mexican American,

must translate for her mother who speaks only Spanish until Mrs. Gomez

decides to learn English in order to get a better job.

 Observations of A Second Language Learner During My Pre-service Teaching

Experience

I am working with Erin. She is a 3rd grader who came to America and the beginning

of the school year. She speaks and writes Hebrew.

Late August/Early September

At the very beginning of the school year, Erins parents would come to the classroom

at different times of the day. Although it did seem to help her academically (they

would translate the work for her). After a few weeks, she seemed to resent their

presence, and she would tell them that she wanted to do it by herself. I felt that her

parents presence in the classroom seemed to intimidate the children from approaching

her.

Early September

We began to work on a picture dictionary to teach Erin vocabulary words. She seems

to enjoy writing the words more than drawing the pictures. In the beginning, I had

her learn some vocabulary words for items you would find in school. Once she

mastered those words, I began to let her show me pictures of words that she would

like to learn in English.

9-12-05

While the kids took their spelling test I worked with Erin. We are creating a picture

dictionary with words in English and Hebrew.

She seems to be doing a better job with pronunciation of words. Also, she seems to

be organizing her pictures by category now which isnt something she was doing in

the beginning. Also, she likes choosing her own words for the dictionary.

Mid to Late September

I have noticed that Erin will never eat any of the food that the teacher or other

students bring in for treats. I believe this is a sign of her comfort level in the

classroom. In order for her to eat unfamiliar foods, she must have complete trust in

the person who is providing it.

9-27-05

I had Erin read aloud to me today. We read The Sneetches by Dr. Seuss. I asked her

comprehension questions after each page. She was able to answer both questions in

which the answers were found in the text and questions that required her to make

connections to her own life. She seemed to be able to pronounce most of the words.

The pictures seemed to help her make meaning of the story. She would ask me to

explain the things she didnt understand.

She seems very eager to learn the language and seems to benefit from seeing the

picture as well as the Hebrew word for an item. It might be time to start working on

sentences as she seems to have gotten a bit bored from only learning vocabulary

words.
October

Although Erin still greets me warmly every time she sees me, she no longer seems to

depend on adult interaction to make her feel safe. The approval of her peers has

become increasingly important to her. I believe she has learned much of the English

language by interacting with her friends and hearing the language spoken in context.

She is becoming very social, and at times, the teacher even has to reprimand her for

being too social!

10-17-05

I worked on reading with Erin on reading. She was reading some short stories (3

paragraphs) and answering simple questions (fill-in-the blank, sequencing, and

multiple choice). She understands the content but she was unable to sequence the

events in the story correctly. She is beginning to be able to spell phonetically. I also

noticed that she is able to add very complex numbers, but she struggles with some

math problems because she doesnt understand the directions.

I think she is beginning to hear the difference between English and Hebrew sounds.

She is starting to grow bored with simple tasks. She seems very proud of herself

whenever she can understand something without help.

10-31-05

I have noticed that Erin can now spell English words just by hearing the word spoken

aloud. In the past she had to see the picture or hear the Hebrew word to know what

the English word was.

 11-1-05

Erin is starting to be able to read some books in English independently. I suspect that

this is because she is making meaning from the illustrations.

11-8-05

I read with Erin today. We read Cliffords Tummy Trouble. She understood without

any help that Clifford is big, so he cant eat as little as the other dogs. I noticed that

she will always ask if there is vocabulary that she doesnt understand. She is able to

retell an event in her own words. She is also able to understand implied meaning

now. I think this student is progressing so rapidly because she puts a lot of effort on

herself to learn the language independently. I think she is anxious to be accepted by

her peers and feels that knowing the language will help her to do so.

11-14-05

I did a patterning activity with the class today. I read them a story called Q is for

Duck. This is an alphabet guessing game. I then had each student take one letter

from the alphabet and create their own riddle. Erin said, O and A is for monkey

because money side (says) o-o and a-a. I think this is evidence of her growing

phonemic awareness of the English language.

11-22-05

I had Erin read to me today. I have noticed that she really likes to read Dr. Seuss

books. She is really beginning to develop fluency and expression. She is also very

good at figuring out what the author doesnt tell you. She is also good at noticing that

homonyms (like no and know) are pronounced the same but mean different things.

She will use the pictures to figure out what a word is if she is unsure of the meaning.
She is very good at using the pictures to make hypotheses. She asks questions when

she is unsure of something. She will notice the differences in tenses but doesnt

realize that they are the same word.

I think she likes Dr. Seuss so much because since so many of the words are nonsense

words she can rely on her strong phonemic awareness. I think she relied on pictures

to teach herself English. I feel she has made a tremendous amount of progress

because she has such a strong sense of responsibility for her own learning. Also, she

brings a lot of prior content knowledge to the classroom.