ed 393 644 rc 020 539 author kibler, john m. title · document resume ed 393 644 rc 020 539 author...
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DOCUMENT RESUME
ED 393 644 RC 020 539
AUTHOR Kibler, John M.TITLE Latino Voices in Children's Literature: Instructional
Approaches for Developing Cultural Understanding inthe Classroom. Chapter 15.
PUB DATE 96NOTE 33p.; Chapter 15 in: Children of La Frontera:
Binational Efforts To Serve Mexican Migrant andImmigrant Students; see RC 020 526.
PUB TYPE Information Analyses (070) Reference MaterialsBibliographies (131)
EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Adolescent Literature; Annotated Bibliographies;
*Childrens Literature; *Cultural Awareness;*Culturally Relevant Education; EducationalStrategies; Elementary Secondary Education; EthnicRelations; Hispanic American Culture; *MexicanAmerican Education; *Mexican American Literature;Mexican Americans; Multicultural Education; *ReadingMaterial Selection
IDENTIFIERS Hispanic American Students; Latinos
ABSTRACTAs Mexican Americana are the largest
language-minority population in U.S. public schools, an investigationof literature that authentically reflects Mexican American students'cultural experience is necessary for any teacher. This chapteroutlines strategies for integrating Mexican J:imerican children'sliterature into the structure of a classroom environment through bothcurricular and social methods. Multicultural literature can be usedto build literacy, academic competencies, and comprehension withinbilingual, English-as-a-Second-Language, and monolingual classrooms.Mexican American children's literature can provide a realistic viewof the Latino community. In an ethnically diverse classroom,authentic first-person reflections of characters' lives candemonstrate to non-Latino students that the Latino community is asrich and complex a setting as their own, while at the same timeproviding understanding of cultural differences and insight into someof the sources of intergroup conflict. For immigrant and Latinostudents, culturally relevant literature can normalize and validatepainful life experiences, such as traumatic resettlement, disruptionof family, and discrimination, while providing a safe place forstudents to explore their feelings about their lives. A framework forevaluating and selecting multicultural resources is outlined. Anannotated bibliography lists 61 resources, categorized aspreschool-grade 3, grades 4-7, grade 8-adult, and poetry. Contains 38references and a checklist of cultural and literary guidelines toliterature selection. (SV)
*************************A*********************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document. *
***********************************************************************
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
LH
AS
BE
EN
RA
NT
ED
BY
L.T
O T
HE
ED
UC
AT
ION
AL
RE
SO
UR
CE
SIN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
# E
duca
hona
t Res
earc
h an
a im
prov
men
t
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)
. Tht
s do
cum
ent h
as b
een
repr
oduc
ed a
sw
onte
d fr
om th
e pe
rson
or
orga
nuab
onC
opul
atin
g it
r M
mor
cha
nges
hav
e be
en m
ade
to Im
prov
ere
prod
uCtio
n Q
ualit
y
Rom
ts o
t vte
wop
tnio
ns s
late
d m
th.S
00C
um
erit
CO
not
neC
eSS
anly
rep
rese
nt o
ffici
alO
ER
I pos
itton
or
polic
y
BE
ST C
OPY
AvA
ILA
BL
E
o
CH
APT
ER
15
Latin
o V
oice
s in
Chi
ldre
n's
Lite
ratu
re:
Inst
ruct
iona
l App
roac
hes
for
Dev
elop
ing
Cul
tura
l Und
erst
andi
ngin
the
Cla
ssro
om
JOH
N M
. KIB
LER
ILLI
NO
IS R
ES
OU
RC
E C
EN
TE
R
As
the
Mex
ican
Am
eric
an c
omm
unity
con
tinue
s its
gro
wth
as
the
larg
est
lang
uage
min
ority
pop
ulat
ion
with
in th
e U
.S. e
duca
tiona
l sys
tem
, an
inve
s-tig
atio
n of
lite
ratu
re th
at a
ccur
atel
y an
d au
then
tical
ly r
efle
cts
Mex
ican
Am
eric
an s
tude
nts'
cul
tura
l exp
erie
nce
is n
eces
sary
for
any
teac
her.
Thi
s
chap
ter
outli
nes
stra
tegi
es in
tegr
atin
g ch
ildre
n's
liter
atur
e, s
peci
fica
llyM
exic
an A
mer
ican
chi
ldre
n's
liter
atur
e, in
to th
e st
ruct
ure
of a
cla
ssro
omen
viro
nmen
t thr
ough
bot
h cu
rric
ular
and
soc
ial m
etho
ds. M
ultic
ultu
ral
liter
atur
e an
d its
use
s in
bui
ldin
g lit
erac
y, a
cade
mic
com
pete
ncie
s, a
ndco
mpr
ehen
sion
with
in E
SL, b
iling
ual,
and
mon
olin
gual
cla
ssro
om c
ur-
ricu
la a
re a
lso
exam
ined
. Vie
win
g th
e L
atin
o co
mm
unity
in th
e U
nite
dSt
ates
rea
listic
ally
and
und
erst
andi
ng th
e co
ncep
t of
auth
entic
ity in
cul
-tu
ral t
each
ing
mus
t ser
ve a
s a
foun
datio
n fo
r th
is in
tegr
atio
n. A
fra
mew
ork
for
eval
uatin
g an
d se
lect
ing
mul
ticul
tura
l res
ourc
es is
als
o em
phas
ized
.
And
one
thin
g I
wou
ld r
eally
like
to te
ll th
em a
bout
is c
ultu
ral
rela
tivity
. I d
idn'
t lea
rn u
ntil
I w
as in
col
lege
abo
ut o
ther
cul
ture
s, a
ndI
shou
ld h
ave
lear
ned
that
in th
e fi
rst g
rade
. A f
irst
gra
der
shou
ldun
ders
tand
that
his
or
her
cultu
re is
n't a
rat
iona
l inv
entio
n an
d th
at
3
240
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
ther
e ar
e th
ousa
nds
of o
ther
cul
ture
s an
d th
ey a
ll w
ork
pret
ty w
ell;
that
all c
ultu
res
func
tion
on f
aith
rat
her
than
trut
h; th
at th
ere
are
lots
of
alte
rnat
ives
to o
ur o
wn
soci
ety.
Cul
tura
l rel
ativ
ity is
def
ensi
ble
and
attr
activ
e.It
's a
lso
a so
urce
of
hope
.It
mea
ns w
e do
n't h
ave
toco
ntin
ue th
is w
ay if
we
don'
t lik
e it.
Kur
t Von
negu
t, Jr
. (19
74)
Intr
oduc
tion
1 ha
t is
cultu
re?
Wha
t arc
its
com
pone
nts?
How
doe
s it
affe
ct th
ecr
eatio
n of
an
indi
vidu
al?
How
doe
s it
affe
ct th
e or
gani
zatio
nsan
d sy
stem
s in
whi
ch in
divi
dual
s pa
rtic
ipat
e? A
dis
cuss
ion
ofth
ese
four
que
stio
ns p
rovi
des
a st
rong
theo
retic
al f
ound
atio
n fo
r th
e in
te-
grat
ion
of c
ultu
ral r
esou
rces
into
cur
ricu
lar
cont
ent a
reas
.C
ultu
re is
mor
e th
an m
ere
cust
om th
at c
an b
e sh
ed o
r ch
ange
d lik
e a
suit
of c
loth
es.
It is
dyn
amic
, lea
rned
, and
cre
ativ
e.It
is b
oth
cons
ciou
s an
dun
cons
ciou
s.It
is s
ymbo
lic, i
nflu
entia
l, an
d or
gani
zed.
It is
als
o hi
ghly
indi
vidu
al. I
t is
not m
erel
y th
e fi
ve F
's o
f fo
od, f
ashi
on, f
estiv
als,
fam
ous
peop
le, a
nd f
olkl
ore.
Nor
is it
the
artif
acts
and
mat
eria
ls u
sed
by p
eopl
e or
a la
undr
y lis
t of
thei
r be
havi
ors,
val
ues,
and
act
ions
. It d
efie
s st
ereo
typi
cde
pict
ion
of g
roup
s of
peo
ple
in te
levi
sion
, mov
ies,
new
spap
ers,
and
oth
erm
edia
.
Cul
ture
in it
s cl
eare
st r
ealit
y is
a m
eans
of
surv
ival
. As
educ
ator
s be
gin
to b
uild
mul
ticul
tura
l lea
rnin
g en
viro
nmen
ts in
whi
ch s
tude
nts
posi
tivel
yan
d su
bsta
ntiv
ely
inte
ract
acr
oss
cultu
ral l
ines
, mul
ticul
tura
l pro
gram
min
gco
ncer
ning
cur
ricu
lar
inte
grat
ion
and
stud
ent a
war
enes
s ap
pear
s ve
ry a
t-tr
activ
e an
d se
ems
a st
rong
sol
utio
n.T
here
are
, how
ever
, sev
eral
key
com
pone
nts
to th
is p
roce
ss th
at m
erit
the
utm
ost a
ttent
ion.
The
inte
nt, t
hepr
epar
atio
n, a
nd th
e tr
aini
ng o
f al
l ind
ivid
uals
invo
lved
are
par
amou
nt, a
ndin
man
y in
stan
ces,
ove
rloo
ked.
In s
choo
ls a
ll ov
er th
e U
nite
d St
ates
, gro
ups
of s
tude
nts
with
dif
fere
ntcu
ltura
l and
soc
ial h
isto
ries
are
bro
ught
toge
ther
, and
unp
repa
red
educ
ator
sw
ith th
e be
st o
f in
tent
ions
sim
ply
hope
for
pos
itive
rcs
uits
. No
prog
ram
will
be
effe
ctiv
e if
impl
emen
ted
as a
sol
utio
n to
the
"pro
blem
s" a
ssoc
iatc
dw
ith a
cul
tura
lly d
iffe
rent
gro
up o
f pe
rson
s. T
he m
ost t
ypic
al s
cena
rio
ofth
is p
roce
ss is
exe
mpl
ifie
d by
the
unst
ruct
ured
and
sup
erfi
cial
inte
grat
ion
of c
ultu
re in
to th
e ed
ucat
iona
l env
iron
men
t thr
ough
suc
h ef
fort
s as
eth
nic
food
fes
tival
s an
d in
tern
atio
nal c
ultu
ral f
airs
. How
ever
, eve
n th
cn, i
f th
isin
tegr
atio
n of
div
ersi
ty d
oesn
't w
ork,
thc
stud
cnts
arc
bla
med
or
chro
nic
prob
lem
s co
ncer
ning
big
otry
are
cite
d as
the
core
rea
son
why
suc
h ac
tion
was
uns
ucce
ssfu
l.
JOH
NM
.K
IBLE
R24
1
Wha
t is
mis
sing
fro
m th
ese
scen
ario
s is
a r
eal u
nder
stan
ding
of
wha
tcu
lture
is, i
ts im
pact
on
the
crea
tion
of a
n in
divi
dual
, as
wel
l as
the
cont
ext
that
cul
tura
l aw
aren
ess
prov
ides
for
com
mun
icat
ion
and
rela
tions
hips
in th
ein
terc
ultu
ral e
nvir
onm
ent.
A u
sefu
l fra
mew
ork
for
conc
eptu
aliz
ing
the
impa
ct w
hich
cul
ture
has
on
an in
divi
dual
's p
erso
nalit
y de
velo
pmen
t can
be
glea
ned
from
Lew
in's
(193
5) a
nd B
ronf
enbr
enne
r's (
1979
) fo
rmul
as f
or id
entif
ying
the
unde
rly-
ing
com
pone
nts
of h
uman
beh
avio
r an
d hu
man
psy
chol
ogic
al d
evel
op-
men
t. L
ewin
con
tend
s th
at b
ehav
ior
is a
join
t fun
ctio
n of
an
indi
vidu
alpe
rson
inte
ract
ing
with
his
env
iron
men
t.B
ronf
enbr
enne
r ex
tend
s th
isfo
rmul
a to
des
crib
e th
e dy
nam
ic p
roce
ss o
f hu
man
per
sona
lity/
psyc
holo
gi-
cal d
evel
opm
ent a
s a
join
t fun
ctio
n of
per
son
and
the
envi
ronm
ent.
Ape
rson
is d
efin
ed a
s an
inte
rrel
ated
col
lect
ion
of c
ompl
ex c
hara
cter
istic
sth
at a
re th
e re
sults
of
that
per
son
inte
ract
ing
with
the
envi
ronm
ent o
ver
time.
The
env
iron
men
t is
also
def
ined
as
a dy
nam
ic in
terr
elat
ed c
olle
ctio
nof
com
plex
cha
ract
eris
tics
that
are
evo
lvin
g ov
er ti
me
and
infl
uenc
ed b
y th
epe
rson
s an
d or
gani
zatio
ns e
xist
ing
with
in it
.B
olge
r, C
aspi
, Dow
ney,
and
Moo
rcho
use
(198
8) p
rovi
de a
cle
ar u
nder
-st
andi
ng o
f th
at e
ver-
chan
ging
env
iron
men
t thr
ough
thei
r de
scri
ptio
n of
itas
a c
ompl
ex s
yste
m o
f ph
ysic
al, c
ultu
ral,
and
hist
oric
al f
acto
rs th
at in
tera
ctw
ith e
ach
othe
r an
d w
ith th
e de
velo
ping
indi
vidu
als.
It i
s B
olge
r's c
onte
n-tio
n th
at in
divi
dual
s sh
are
expe
rien
ces
and
infl
uenc
es th
at c
an b
e lin
ked
toth
eir
mem
bers
hip
in h
ighe
r-le
vel s
yste
ms,
suc
h as
fam
ilies
, org
aniz
atio
ns,
com
mun
ities
, soc
ietie
s, a
nd h
isto
rica
l per
iods
. Thu
s th
ese
deve
lopm
enta
lco
ntex
ts a
re c
ouch
ed w
ithin
hie
rarc
hica
l str
uctu
res
that
ran
ge f
rom
mac
ro-
leve
l set
tings
suc
h as
soc
ial c
lass
or
cultu
re to
mic
ro-l
evel
con
text
s su
ch a
sfa
mily
, sch
ool,
wor
k, o
r a
leis
ure
setti
ng.
Thi
s th
eore
tical
fra
mew
ork
serv
es a
s a
foun
datio
n fo
r un
ders
tand
ing
the
com
plex
pro
cess
of
psyc
ho-
logi
cal d
evel
opm
ent a
nd c
ultu
ral d
evel
opm
ent o
f al
l stu
dent
s. T
his
fram
e-w
ork
also
und
ersc
ores
the
falla
cy o
f se
ekin
g to
und
erst
and
any
syst
em o
ror
gani
zatio
n in
whi
ch it
vliv
idua
ls p
artic
ipat
e w
ithou
t a c
lear
and
in-d
epth
unde
rsta
ndin
g of
cul
ture
and
its
effe
ct o
n hu
man
dev
elop
men
t.T
his
impo
rtan
t kno
wle
dge
mus
t be
a pa
rt o
f th
e pl
anni
ng a
nd im
plem
en-
tatio
n of
any
edu
catio
nal p
rogr
am. C
onte
xt is
eve
ryth
ing.
Succ
ess
orfa
ilure
dep
ends
on
how
wel
l the
env
iron
men
t has
bee
n pr
epar
ed a
ndw
heth
er p
ract
ition
ers
have
bee
n tr
aine
d to
han
dle
the
inhe
rent
cha
lleng
esw
ith c
onfi
denc
e, a
war
enes
s, e
mpa
thy,
and
res
pect
.It
is im
port
ant t
o be
rea
listic
abo
ut th
e gr
eat s
kill
requ
ired
for
an
educ
ator
to b
e ca
pabl
e of
cre
atin
g a
clas
sroo
m w
here
no
grea
t rif
t exi
sts
betw
een
raci
al, e
thni
c, s
ocia
l, an
d lin
guis
tic g
roup
s, a
nd w
here
stu
dent
s ar
e op
en to
wel
com
ing
new
and
dif
fere
nt m
embe
rs in
to th
eir
clas
sroo
m c
ultu
re.
It is
unre
alis
tic to
exp
ect t
each
ers
to k
now
eve
ryth
ing
abou
t all
grou
ps o
fpe
ople
. It i
s, h
owev
er, r
ealis
tic to
exp
ect b
oth
teac
hers
and
stu
dent
s to
be
5
242
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
open
to le
arni
ngab
out o
ther
peo
ple
and
thei
r ex
peri
ence
s,an
d to
use
one
anot
her's
kno
wle
dge
as r
esou
rces
to b
ecom
em
ultic
ultu
rally
com
pete
nt
(Ngu
yen
& K
ible
r, 1
993)
.T
his
prac
tice
is th
e ke
y to
the
inte
grat
ion
of
lingu
istic
ally
or
cultu
rally
diff
eren
t stu
dent
s in
to th
e in
terc
ultu
ral
clis
s-
room
env
iron
men
t.A
s th
e po
ol o
f ed
ucat
ors
who
se c
ultu
ral m
embe
rshi
pis
with
in s
o-ca
lled
"min
ority
gro
ups"
con
tinue
s to
dim
inis
h, th
e in
tegr
atio
n of
aut
hent
iccu
l-
tura
l inf
orm
atio
n in
to c
lass
room
inst
ruct
ion
mus
tbec
ome
the
resp
onsi
bilit
y
of a
ll ed
ucat
ors
(Zei
chne
r, 1
990)
. It i
s no
tthe
rol
e of
eth
nic
com
mun
ities
to
educ
ate
the
wor
ld a
bout
thei
r hi
stor
ies
and
curr
ent d
imen
sion
s, u
nles
s th
ey
choo
se to
do
so. C
ultu
ral i
nfor
mat
ion
shou
ld b
e ut
ilize
d by
all
teac
hers
for
educ
atin
g al
l stu
dent
s be
caus
eit
is r
elev
ant a
nd im
port
ant,
and
prov
ides
an
effe
ctiv
e pe
dago
gica
l too
l for
the
teac
hing
of h
ighe
r-or
der
thin
king
ski
lls
and
mul
tiple
-per
spec
tive
prob
lem
sol
ving
.It
is ti
me
to m
ove
from
teac
hing
stud
ents
wha
t to
thin
k to
sha
ring
with
stu
dent
s a
fram
ewor
k fo
r ho
w to
thin
k
abou
t aca
dem
ic c
onte
nt a
reas
and
hum
an r
elat
ions
hips
. A n
umbe
r of
belie
fs p
rovi
de th
e fr
amew
ork
for
this
phi
loso
phy.
The
wor
ld is
incr
easi
ngly
inte
rdep
ende
nt, c
ompl
ex,
and
chan
ging
. Iso
-
latio
nism
is n
ot a
via
ble
solu
tion.
Cul
ture
is th
e fi
lter
thro
ugh
whi
ch e
ach
indi
vidu
al m
akes
sen
se o
f th
e lo
cal e
nvir
onm
ent.
An
awar
enes
s of
the
impa
ct th
at c
ultu
re h
as o
n an
yst
uden
t's in
telle
ctua
l and
per
sona
l dev
elop
-
men
t is
a vi
tal p
art o
f te
ache
red
ucat
ion
and
nece
ssar
y fo
r cr
eatin
g su
cces
s-
ful s
tude
nt le
arni
ng e
nvir
onm
ents
.In
terc
onne
ctio
ns e
xist
am
ong
cultu
ral c
once
pts,
and
stud
ents
sho
uld
unde
rsta
nd th
ese
conn
ectio
ns. U
nder
stan
ding
who
we
are
and
how
we
got
to b
e th
at w
ay is
an
inte
gral
par
tof u
nder
stan
ding
the
wor
ld. I
n its
cle
ares
t
esse
nce,
this
mea
ns b
ecom
ing
awar
eof
cul
ture
and
its
impa
ct o
n ea
ch o
f
our
lives
.In
the
mul
ticul
tura
l Uni
ted
Stat
es, w
e m
ust
thin
k lo
cally
, reg
iona
lly, a
nd
natio
nally
, in
addi
tion
to th
inki
ng in
tern
atio
nally
.T
he s
eque
nce
from
loca
l
to in
tern
atio
nal i
s pa
ram
ount
. It i
s im
port
ant
that
stu
dent
s se
e th
emse
lves
and
thei
r cu
lture
ref
lect
ed in
thei
r en
viro
nmen
t. T
hey
mus
t gro
w c
omfo
rt-
able
with
the
idea
that
per
cept
ual d
iffe
renc
esex
ist b
etw
een
vari
ous
cultu
ral
and
soci
al e
xper
ienc
es. T
oo o
ften
teac
hers
thin
k in
term
s of
"st
rang
e la
nds
and
frie
ndly
peo
ples
"; it
is a
ssum
ed th
atth
e w
orld
is c
ultu
rally
div
erse
, but
our
own
neig
hbor
hood
s ar
e no
t (H
offm
an,1
992)
. It i
s on
ly b
y kn
owin
g ou
r
neig
hbor
s be
tter,
how
ever
, tha
t we
can
bette
r kn
ow th
e w
orld
.It
is
impo
rtan
t tha
t edu
cato
rs r
ecog
nize
that
the
pres
ent,
the
past
, the
com
mon
-
plac
e, th
e fa
mili
ar, a
nd th
elo
cal a
re r
esou
rces
for
kno
win
g ou
r gl
obal
com
mun
ity. D
iver
sity
exi
sts
all
arou
nd u
s; w
e ne
ed o
nly
to lo
ok a
t our
neig
hbor
hood
s to
see
it.
It is
not
nec
essa
rily
som
ethi
ng th
at is
outs
ide
of
ours
elve
s or
our
eve
ryda
y liv
es.
The
term
inte
rcul
tura
lwill
be
used
in th
is c
hapt
er, i
nste
ad o
fmul
ticul
-
JOH
N M
. KIB
LER
243
tura
l, gl
obal
, or
inte
rnat
iona
l. T
his
usag
e em
phas
izes
the
inte
rcon
nect
ed"f
eel"
or
psyc
holo
gica
l sta
'e th
at e
xist
s w
ithin
the
conc
epts
of
com
mun
ityan
d en
viro
nmen
t. H
ow d
o di
vers
e pe
rson
s co
me
toge
ther
in a
n en
viro
n-m
ent a
nd c
reat
e a
way
of
livin
g to
geth
er p
rodu
ctiv
ely?
We
can
have
mul
ticul
tura
l cla
ssro
oms
that
con
sist
of
child
ren
from
man
y di
ffer
ent c
ul-
ture
s, b
ut th
ey m
ay n
ot b
e in
tera
ctin
g an
d le
arni
ng to
und
erst
and
one
anot
her
(Hof
fman
, 199
2). T
he te
rm "
inte
rcul
tura
l" a
ddre
sses
this
issu
em
ost e
ffec
tivel
y.A
ny p
iece
of
qual
ity li
tera
ture
can
ser
ve a
mul
titud
e of
pur
pose
s, o
ne o
fw
hich
is p
rovi
ding
cul
tura
l inf
orm
atio
n, e
xpos
ure,
and
und
erst
andi
ng.
Vie
win
g th
e La
tino
Com
mun
ity a
nd L
angu
age
Min
ority
Edu
catio
n R
ealis
tical
ly"J
ust t
ell t
hem
who
we
are
and
that
we
are
not a
ll al
ike,
" w
as M
arga
rita
Avi
la's
res
pons
e to
Ear
l Sho
rris
' que
stio
n ab
out w
hat t
o te
ll th
e w
orld
abo
utL
atin
os in
his
199
2 bo
ok. T
o th
e pe
ople
of
Span
ish-
spea
king
cou
ntri
es,
ther
e is
no
gene
ric
Lat
ino/
His
pani
c ex
peri
ence
, and
the
vari
ous
grou
ps th
atm
ake
up w
hat w
e si
mpl
istic
ally
ref
er to
as
"His
pani
c" o
r "L
atin
o" a
re n
ot
inte
rcha
ngea
ble.
The
Mex
ican
Am
eric
an p
opul
atio
n is
no
less
div
erse
than
whe
n it
bega
n
(Góm
ez-Q
uifi
ones
, 199
0).
It is
a h
eter
ogen
eous
pop
ulat
ion
with
dis
tinct
subg
roup
s th
at m
anif
est d
iffe
rent
exp
erie
nces
and
ada
ptat
ion
proc
esse
s to
life
in th
e U
nite
d St
atcs
. Som
e M
exic
an A
mer
ican
s ar
e m
ore
inte
grat
edin
to U
.S. s
ocie
ty th
an o
ther
s. C
onse
quen
tly, t
here
are
dif
fere
nces
in c
lass
,cu
ltura
l ori
enta
tion,
eth
nic
iden
tific
atio
n, a
nd c
onsc
ious
ness
, as
wel
l as
diff
eren
ces
betw
een
imm
igra
nts
and
noni
mm
igra
nts
(Sho
rris
, 199
2).
It is
impo
rtan
t to
rem
embe
r th
at in
divi
dual
s w
ho c
ome
from
the
cultu
res
of C
entr
al a
nd S
outh
Am
eric
a ar
e no
t typ
ical
ly c
alle
d "H
ispa
nic"
or
"Lat
ino"
until
they
arr
ive
in th
e U
nite
d St
ates
.U
.S. d
iver
sity
see
ms
to d
eman
dge
neri
c te
rms
for
larg
e an
d di
vers
e gr
oups
of
peop
le. T
he u
sefu
lnes
s of
thes
e te
rms,
how
ever
, is
quite
lim
ited.
The
se g
ener
al c
ateg
oriz
atio
ns a
reap
plie
d to
indi
vidu
als
as if
eac
h pe
rson
sha
red
a co
mm
on b
ackg
roun
d. I
nre
ality
, the
cat
egor
ical
labe
l of
"His
pani
c" o
r "L
atin
o" s
impl
y na
rrow
s th
eor
igin
of
a pe
rson
dow
n to
abo
ut o
ne f
ifth
of
the
wor
ld.
Shor
ris
(199
2) s
hare
s so
me
impo
rtan
t inf
orm
atio
n ab
out c
ateg
orie
s an
dte
rms
of r
efer
ence
that
hel
p to
cla
rify
issu
es o
f et
hnic
labe
ling.
He
expl
ains
that
geo
grap
hica
lly, "
His
pani
c" is
pre
ferr
ed b
y Sp
anis
h-sp
eaki
ng p
eopl
esin
the
Sout
heas
t and
muc
h of
Tcx
as, w
hile
New
Yor
kers
fro
m C
entr
al a
ndSo
uth
Am
eric
a us
e bo
th "
His
pani
c" a
nd "
Lat
ino.
"In
Chi
cago
, whe
reM
exic
an A
mcr
ican
s ar
e a
maj
ority
, the
pre
ferr
ed te
rm is
"L
atin
o" o
r"C
hica
no."
In
Cal
ifor
nia,
the
wor
d "H
ispa
nic"
has
bee
n ba
rred
fro
m th
eL
os A
ngel
es T
imes
, in
keep
ing
with
the
stro
ng f
eelin
gs o
f pe
ople
in th
at7
244
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
com
mun
ity. S
ome
peop
le in
New
Mex
ico
pref
er "
His
pano
."Sh
orri
s fe
els
that
pol
itica
lly "
His
pani
c" is
oft
en li
nked
topo
licy
issu
es th
at c
an b
eco
nsid
ered
con
serv
ativ
e or
mod
erat
e, w
hile
"L
atin
o" c
anbe
link
ed to
polic
y is
sues
that
are
mod
erat
e or
mor
e lib
eral
. Acu
fia(
1988
) co
nten
ds th
at
the
term
"H
ispa
nic"
bel
ongs
to th
e m
iddl
e cl
ass,
whi
ch s
eem
sm
ost p
leas
ed
by th
e te
rm.
The
exp
lana
tion
is th
at A
nglo
s an
d pe
ople
who
opp
ose
bilin
gual
edu
catio
n an
d bi
lingu
alis
m, s
uch
as th
ose
who
belo
ng to
Eng
lish-
only
gro
ups,
see
m to
pre
fer
"His
pani
c,"
whi
ch m
akes
sen
se,s
ince
"H
is-
pani
c" is
an
Eng
lish
wor
d m
eani
ng "
pert
aini
ng to
Spai
n."
Follo
win
g
Shor
ris'
s us
age,
the
term
"L
atin
o" w
ill b
e us
ed in
this
chap
ter
for
lingu
istic
reas
ons:
"L
atin
o" h
as g
ende
r, w
hich
is g
ram
mat
ical
ly li
nked
to S
pani
sh, a
s
oppo
sed
to "
His
pani
c,"
whi
ch f
ollo
ws
Eng
lish
rule
s. I
nad
ditio
n, th
e te
rm
"Ang
lo"
will
be
used
to d
escr
ibe
any
pers
on w
ho is
not
Lat
ino,
Asi
an,
Nat
ive
Am
eric
an, o
r B
lack
. The
term
is n
ot m
eant
tobe
der
ogat
ory
but
desc
ript
ive
(Sho
rris
).In
Sho
rris
(19
92),
Mar
gari
ta A
vila
als
o pr
ovid
esad
vice
for
und
erst
and-
ing
the
Lat
ino
com
mun
ity, w
hich
she
say
s is
aco
mbi
natio
n of
cul
ture
and
the
nuan
ces
of la
ngua
ge a
nd h
isto
ry.
Thi
s co
mm
unity
is m
ost r
eadi
lyac
cess
ible
in g
ood
Lat
ino
liter
atur
e, w
heth
er it
be
fict
ion
orno
nfic
tion.
The
firs
t-pe
rson
ref
lect
ions
of
char
acte
rs' p
erso
nal l
ives
in a
nau
then
tic p
iece
of
liter
atur
e ac
cura
tely
cap
ture
s th
e "w
c-ar
c-no
t-al
ikc"
phe
nom
enon
that
Avi
la
artic
ulat
es. T
his
is c
erta
inly
true
of
child
ren'
s lit
erat
ure,
as
wel
l. A
uthe
ntic
book
s fo
r ch
ildre
n an
d yo
ung
adul
ts d
emon
stra
te th
e va
stdi
vers
ity a
nd
com
plex
ity w
ithin
the
Lat
ino
com
mun
ity. B
ooks
that
spea
k fo
r in
divi
dual
s
and
fam
ilies
rat
her
than
com
mun
ities
acc
ompl
ish
this
mod
elin
g of
div
ersi
ty
mos
t eff
ectiv
ely.
The
ir p
erso
nal v
oice
s cr
cate
an
oppo
rtun
ity f
or in
divi
du-
als
of a
ll ba
ckgr
ound
s to
see
them
selv
es in
the
even
tsan
d ch
arac
teri
zatio
ns.
The
key
to a
rea
listic
und
erst
andi
ng o
f an
eth
nic
com
mun
ityis
to e
ncou
rage
read
ers
to v
iew
an
cthn
ic c
omm
unity
as
they
do
thei
r ow
nas
ari
ch a
nd
dive
rse
setti
ng.
An
impo
rtan
t con
trib
utio
n of
the
grow
ing
Lat
ino
popu
latio
n is
that
it
forc
es th
e pe
ople
of
the
Uni
ted
Stat
es to
ref
lect
upo
npo
litic
al a
nd s
ocia
l
belie
fs c
once
rnin
g la
ngua
ge a
nd id
cntit
y (T
ucke
r, 1
984)
.The
soc
iolin
guis
tic
aspe
ct o
f L
atin
o lif
e is
exp
lore
d in
aut
hent
iclit
erat
ure
thro
ugh
the
narr
atio
n
of c
hara
cter
izat
ion
and
plot
, as
wel
l as
thro
ugh
the
utili
zatio
n an
d in
tera
c-
tion
of S
pani
sh a
nd E
nglis
h. T
he te
nuou
s an
dm
ultid
imen
sion
al r
elat
ion-
ship
that
thes
e tw
o la
ngua
ges
crea
te in
the
lives
of
man
ylit
erar
y ch
arac
ters
is a
rec
urri
ng th
eme.
Cor
tes
(199
0) c
onsi
ders
the
deba
te c
once
rnin
g ho
w th
eU
nite
d St
atcs
will
han
dle
its g
row
ing
dive
rsity
as
one
of th
e fo
ur g
reat
est
deci
sion
s of
xs. h
isto
ry.
Lat
ino
liter
atur
e re
flec
ts u
pon
this
que
stio
n of
lingu
istic
aver
sity
and
pon
ders
the
role
that
lang
uage
pla
ys in
our
nat
iona
lid
entit
y.
Ano
ther
issu
e th
at th
ese
liter
ary
sour
ces
conf
ront
is th
e st
atus
of
cert
ain
JOH
N M
. KIB
LER
245
lang
uage
s w
ithin
U.S
. cul
ture
. G. R
icha
rd T
ucke
r (1
984)
sug
gest
s th
atla
ngua
ge is
the
unre
cogn
ized
thre
ad th
at r
uns
thro
ugh
man
y is
sues
fun
da-
men
tal t
o U
.S. n
atio
nal d
evel
opm
ent.
Tuc
ker
belie
ves
that
alth
ough
lin-
guis
tic a
nd c
ultu
ral p
lura
lism
cha
ract
eriz
e m
any
soci
etie
s ar
ound
the
wor
ld,
this
rar
ely
mot
ivat
es g
roup
s of
peo
ple
to e
valu
ate
the
way
s in
whi
ch v
ario
uslin
guis
tic a
nd c
ultu
ral g
roup
s co
exis
t. Si
nce
this
doe
sn't
happ
en in
pol
itica
lan
d so
cial
inst
itutio
ns o
f so
ciet
y, T
ucke
r fe
els
it is
inev
itabl
e th
at e
duca
-tio
nal i
nstit
utio
ns b
ecom
e th
e fo
cal p
oint
of
this
deb
ate.
Lat
ino
voic
es in
youn
g ad
ult a
nd c
hild
ren'
s lit
erat
ure
are
a po
wer
ful a
id in
hel
ping
stu
dent
sun
ders
tand
that
the
wor
ld's
peo
ples
spe
ak a
var
iety
of
lang
uage
s, a
nd th
atea
ch o
f th
ese
dist
inct
and
com
plex
lang
uage
s pr
ovid
es a
sys
tem
for
the
univ
ersa
l cha
lleng
e of
com
mun
icat
ing
with
one
ano
ther
. Con
side
ring
the
grow
ing
lingu
istic
div
ersi
ty o
f ou
r na
tion,
it is
impo
rtan
t tha
t stu
dent
s gr
owm
ore
com
fort
able
with
suc
h th
ings
as
tran
slat
ion,
mul
tilin
gual
com
mun
ica-
tion
envi
ronm
ents
, and
the
com
plex
ities
that
ling
uist
ic d
iver
sity
cre
ates
for
the
plan
ning
and
impl
emen
tatio
n of
inte
rcul
tura
l env
iron
men
ts. T
he r
ealit
yfo
r to
day'
s ch
ildre
n is
that
thes
e ne
w s
kills
will
bec
ome
impo
rtan
t for
life
,as
wel
l as
empl
oym
ent.
Fort
unat
ely,
in th
e pu
blis
hing
wor
ld, t
he m
ost
read
ily a
vaila
ble
(tho
ugh
few
in n
umbe
r) b
iling
ual r
esou
rces
com
e in
Span
ish
and
Eng
lish,
whi
ch b
odes
wel
l for
the
larg
est l
angu
age-
min
ority
popu
latio
n w
ithin
our
sch
ools
.T
he im
plem
enta
tion
of h
igh
qual
ity n
ativ
e-la
ngua
ge in
stru
ctio
nal p
ro-
gram
s co
ntin
ues
to b
e th
e be
st a
nd m
ost e
ffic
ient
way
to te
ach
Eng
lish
as a
seco
nd la
ngua
ge. T
he r
eten
tion
of f
irst
lang
uage
and
fir
st c
ultu
re e
nhan
ces
acad
emic
suc
cess
(R
amir
ez, 1
992)
.It
is ti
me
to s
top
pret
endi
ng th
at w
edo
n't h
ave
the
rese
arch
info
rmat
ion
need
ed to
edu
cate
lang
uage
-min
ority
stud
ents
. A c
aref
ul o
verv
iew
of
rece
nt r
esea
rch
indi
cate
s th
at n
ativ
e-la
ngua
ge in
stru
ctio
n, w
hen
done
cor
rect
ly, i
s th
e m
ost e
ffec
tive
com
pone
ntof
a p
rogr
am f
or la
ngua
ge-m
inor
ity s
tude
nts
(Col
lier,
199
5).
Bili
ngua
l edu
catio
n, li
ke m
ains
trea
m e
duca
tion
and
ever
y ot
her
prof
es-
sion
, has
pra
ctiti
oner
s w
hose
exp
ertis
e ru
ns th
e ga
mut
fro
m p
altr
y to
brill
iant
. The
hys
teri
a su
rrou
ndin
g bi
lingu
al e
duca
tion
is c
ount
erpr
oduc
-tiv
e. D
ue to
the
dive
rsity
of
lang
uage
s th
at s
tude
nts
brin
g to
the
clas
sroo
m,
bilin
gual
edu
catio
n is
a lu
xury
in m
any
plac
es. N
ativ
e-la
ngua
ge in
stru
c-tio
n, h
owev
er, r
emai
ns th
e m
ost e
ffec
tive
and
succ
essf
ul p
edag
ogic
alst
rate
gy f
or in
tegr
atin
g la
ngua
ge-m
inor
ity s
tude
nts
into
U.S
. sch
ools
(Ram
irez
, 199
2). I
n ad
ditio
n, th
e at
titud
es o
f bi
lingu
al p
rogr
ams
tow
ard
rete
ntio
n of
fir
st la
ngua
ge a
nd f
irst
cul
ture
can
ser
ve a
s gu
ides
to c
reat
ing
effe
ctiv
e pr
ogra
mm
atic
str
uctu
res
to h
elp
lang
uage
-min
ority
stu
dent
s be
-co
me
acad
emic
ally
suc
cess
ful,
rega
rdle
ss o
f an
inst
ruct
iona
l pro
gram
'sfo
cus
on n
ativ
e-la
ngua
ge in
stru
ctio
n or
ESL
.U
nder
stan
ding
the
reas
ons
for
the
succ
ess
or f
ailu
re o
f la
ngua
ge-m
inor
-ity
stu
dent
s is
not
dif
ficu
lt. L
angu
age-
min
ority
stu
dent
s of
ten
ente
r ou
r
246
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
scho
ols
inte
llect
ually
gif
ted
by v
irtu
e of
thei
r bi
lingu
alis
m a
nd b
icul
tura
lism
,
and
yet m
any
of th
em f
ail a
cade
mic
ally
or
drop
out
bec
ause
they
fee
l
alie
nate
d (C
umm
ins,
198
6). A
ppro
xim
atel
y on
eth
ird
of U
.S. c
hild
ren
are
acad
emic
ally
at r
isk
and
the
maj
ority
of
thes
e ch
ildre
n ar
e no
t nat
ive
spea
kers
of
Eng
lish
(Sca
rce
lla, 1
990)
.B
efor
e im
plem
entin
g ed
ucat
iona
l
chan
ges
desi
gned
to p
reve
nt la
ngua
ge-m
inor
ityst
uden
ts f
rom
fai
ling
in
scho
ol, i
t is
impo
rtan
t to
unde
rsta
nd s
ome
of th
e re
ason
s fo
r th
eir
failu
re:
feel
ings
of
alie
natio
n, te
ache
r pr
ejud
ice,
hom
e/sc
hool
dis
cont
inui
ties,
lear
n-
ing
styl
e di
scon
tinui
ties,
lang
uage
atti
tude
san
d lin
guis
tic p
reju
dice
s, s
o-
cioe
cono
mic
sta
tus,
inad
equa
te p
edag
ogy,
unfa
ir a
sses
smen
t pro
cedu
res,
stre
ss, m
inor
ity s
tude
nts'
per
cept
ion
of th
eir
own
stat
us in
the
Uni
ted
Stat
es, a
nd in
stitu
tiona
l rac
ism
(C
umm
ins,
1986
, Tru
eba,
198
8). O
ther
s in
this
vol
ume
have
sha
red
impo
rtan
tin
form
atio
n ab
out v
ario
us a
spec
ts o
f a
stud
ent's
aca
dem
ic, f
amily
, and
cul
tura
l lif
e,an
d th
is in
form
atio
n ca
n se
rve
as a
gui
de in
cho
osin
g cu
ltura
llit
erar
y re
sour
ces
that
ref
lect
the
real
istic
and
auth
entic
exp
erie
nces
of
Lat
ino
lang
uage
-min
ority
stud
ents
(w
heth
er im
-
mig
rant
, ref
ugee
, mig
rant
, soj
ourn
er, o
rbo
rn a
nd r
aise
d in
the
Uni
ted
Stat
es).
The
se in
terc
ultu
ral r
esou
rces
als
opr
ovid
e a
way
for
mon
olin
gual
stud
ents
to g
ain
a be
tter
unde
rsta
ndin
gof
the
psyc
holo
gica
l, so
cial
, and
pers
onal
issu
es th
at la
ngua
ge-m
inor
ityst
uden
ts c
onfr
ont o
n a
daily
bas
is.
The
sch
izop
hren
ic a
nd u
nsuc
cess
ful c
onte
xtof
cur
rent
U.S
. sec
ond-
lang
uage
teac
hing
pol
icy
is a
noth
er is
sue
for
cons
ider
atio
n. E
duca
tiona
l
polic
ies
enco
urag
e E
nglis
h m
onol
ingu
als
tost
udy
fore
ign
lang
uage
s at
grea
t cos
t and
with
gre
at in
effi
cien
cy,
and
at th
e sa
me
time
dest
roy
the
lingu
istic
gif
ts o
f st
uden
ts f
rom
non
-Eng
lish
back
grou
nds
(Bak
er, 1
993)
.
Thi
s st
rang
e an
d un
expl
aina
ble
dich
otom
yte
nds
to v
alue
for
eign
lang
uage
but n
ot th
e fo
reig
n sp
eake
r. A
n ed
ucat
or m
ust
alw
ays
bala
nce
the
teac
hing
of n
ativ
e la
ngua
ge a
nd th
e ac
quis
ition
of
Eng
lish
skill
s fo
r an
y la
ngua
ge-
min
ority
stu
dent
, but
in th
e en
d, th
e ch
oice
of la
ngua
ge u
sage
in s
ocia
l
situ
atio
ns o
utsi
de th
e cl
assr
oom
sho
uld
be th
ech
oice
of
the
lang
uage
-
min
ority
stu
dent
, as
it is
for
any
stu
dent
.D
evel
opin
g an
d im
plem
entin
g a
seco
nd-l
angu
age
lear
ning
pro
gram
with
out a
dequ
ate
prep
arat
ion
and
trai
ning
may
be c
onsi
dere
d a
desp
erat
e
mov
e to
con
tend
with
stu
dent
s as
prob
lem
s to
be
solv
ed. T
his
kind
of
polic
y de
cisi
on e
nsur
es th
e fa
ilure
of
the
prog
ram
.T
he s
tude
nts
are
not t
o
blam
e, n
or is
the
conc
ept o
f na
tive-
lang
uage
inst
ruct
ion.
Edu
cato
rs m
ust
begi
n to
rec
ogni
ze th
at w
ith th
e re
sear
ch a
ndin
form
atio
n w
e ha
ve c
once
rn-
ing
hum
an le
arni
ng a
nd s
econ
d-la
ngua
geac
quis
ition
, it i
s fo
olis
h to
bel
ieve
that
qui
ck f
ixes
can
wor
k. W
hen
shor
t-te
rmre
sults
are
exa
min
ed, t
he r
esul
t
is a
n in
accu
rate
pic
ture
of
true
stu
dent
achi
evem
ent (
Col
lier,
198
8). L
ack
of e
duca
tors
' kno
wle
dge,
pre
para
tion,
trai
ning
, and
exp
ertis
e ar
e th
e re
a-
1 fl
son
s fo
r fa
ilure
not l
ack
of s
tude
nt e
ffor
t,w
illin
gnes
s, o
r co
gniti
ve a
bili-
ties.
JOH
N M
. KIB
LER
247
Aut
hent
icity
In C
ultu
ral T
eac:
hing
Tea
cher
s w
ho w
ish
to u
tiliz
e cu
ltura
l res
ourc
es a
uthe
ntic
ally
in th
eir
teac
hing
pra
ctic
es s
houl
d se
ek s
impl
y to
hel
p st
uden
ts m
ake
sens
e of
the
wor
ld in
whi
ch th
ey li
ve (
Hof
fman
, 199
2). W
ithou
t thi
s ab
ility
, the
wor
ldca
n be
a b
ewild
erin
g an
d in
timid
atin
g pl
ace
for
any
stud
ent.
Hof
fman
goe
s
on to
con
tend
that
our
edu
catio
nal s
yste
m to
day
is f
illed
with
stu
dent
s w
hodo
not
wan
t to
inte
ract
with
oth
ers
diff
eren
t fro
m th
emso
lves
; the
y of
ten
seek
to e
scap
e or
with
draw
, ado
ptin
g be
havi
ors
inco
mpa
tible
with
dem
o-cr
atic
val
ues
and
with
val
ues
nece
ssar
y to
a h
ealth
y, h
appy
, and
pro
duct
ive
life. St
uden
ts n
eed
know
ledg
e an
d in
terp
retiv
e sk
ills
to m
ake
sens
e of
the
com
plex
wor
ld in
whi
ch th
ey li
ve. E
ach
stud
ent,
how
ever
, als
o ne
eds
the
cour
age
to c
ompl
ete
this
pro
cess
of
unde
rsta
ndin
g by
grap
plin
g w
ith c
om-
plex
hum
an is
sues
. Thi
s as
sert
ion
rela
tes
dire
ctly
to th
e di
ffer
ence
that
exis
ts b
etw
een
teac
hing
stu
dent
s w
hat t
o th
ink
and
teac
hing
them
how
toth
ink.
Adu
lts w
ho a
re im
port
ant i
n st
uden
ts' l
ives
can
ser
ve a
s m
odel
s fo
rth
is tr
uth-
seek
ing
proc
ess,
and
it is
cle
arly
true
that
teac
hers
arc
oft
enam
ong
the
mos
t sig
nifi
cant
of
thes
e ad
ults
(H
offm
an,
1992
).
One
of
the
sim
ples
t and
yet
mos
t dif
ficu
lt id
eas
to in
tern
aliz
e is
the
conc
ept o
f pe
rcep
tual
dif
fere
nce:
the
idea
that
eve
ryon
e pe
rcei
ves
the
wor
ld d
iffe
rent
ly, a
nd th
at m
embe
rs o
f on
e cu
lture
gro
up m
ay s
hare
bas
icse
ts o
f pe
rcep
tions
that
dif
fer
from
thos
e of
oth
er c
ultu
re g
roup
s(H
oope
s,1)
79).
The
key
to a
chie
ving
aut
hent
icity
in c
ultu
ral t
each
ing
is to
aid
ztud
ents
and
oth
er e
duca
tors
in b
ecom
ing
func
tiona
lly a
war
e of
the
degr
eeto
whi
ch o
ur b
ehav
ior
is c
ultu
rally
det
erm
ined
. Fun
ctio
nally
aw
are
has
been
def
ined
as
an a
bilit
y to
und
erst
and
and
inte
grat
e cu
ltura
l aw
aren
ess
into
rel
atio
nshi
ps a
nd a
cade
mic
stu
dy (
Hoo
pes)
.It
als
o m
eans
sim
ply
lear
ning
how
to th
ink
in w
ays
that
mov
e ou
t of
one'
s in
sula
ted
wor
ld in
toth
e of
ten
com
plex
neg
otia
tion
of b
uild
ing
com
mun
ities
.St
uden
ts a
re o
ften
aw
are
of th
e m
any
inte
rcon
nect
ions
am
ong
peop
le a
ta
very
ear
ly a
ge b
ut la
ck a
thor
ough
und
erst
andi
ngof
bot
h th
e ge
nesi
s an
d
impl
icat
ions
of
thes
e in
terc
onne
ctio
ns.
Hof
fman
(19
92)
belie
ves
that
child
ren
typi
cally
com
e to
for
mal
edu
catio
n cu
riou
s ab
out a
nd c
onne
cted
toal
l oth
ers,
but
in th
e ed
ucat
iona
l pro
cess
lose
this
con
cept
of
inte
rdep
en-
denc
e am
ong
peop
les.
Thi
s re
ality
may
be
larg
ely
inad
vert
ent,
but t
hcre
sulti
ng d
amag
e is
inte
nse.
The
cur
ricu
lum
is d
ivid
ed in
to d
isco
nnec
ted
subj
ect a
reas
, util
izin
g a
one-
natio
n, (
)to-
gend
er a
ppro
ach
to u
nder
stan
ding
and
inte
rpre
ting
hist
ory.
It b
ecom
esqu
estio
n of
"us
" st
udyi
ng a
bout
"the
m"
(Hof
fman
). U
s-th
em s
tudi
es o
t cul
ture
and
the
over
utili
zatio
n of
teac
her-
cent
ered
tran
smis
sion
of
info
rmat
ion
are
part
( f
the
reas
on f
orst
uden
ts' i
sola
tion
from
wor
ld r
ealit
y. T
his
appr
oach
to e
duca
tion
refl
ects
the
philo
soph
y th
at it
is m
ore
impo
rtan
t to
teac
h st
ude:
its w
hat t
o th
ink
rath
er th
an h
ow to
thin
k.11
248
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AM
RE
A m
ajor
pro
blem
is th
at th
e ed
ucat
ion
syst
empe
rpet
uate
s tw
o m
yths
rela
ted
to c
ultu
ral d
iffe
renc
es a
nd in
terp
erso
nal
conf
licts
.C
onfr
ontin
g
thes
e m
yths
wou
ld m
ean
deal
ing
with
som
epa
infu
l tru
ths
abou
t how
we
educ
ate
child
ren
and
the
real
ities
of
the
wor
ld.
The
fir
st m
yth
conc
erns
the
bala
nce
betw
een
sim
ilari
ties
and
diff
eren
ces
in in
divi
dual
s.It
is, o
f co
urse
, a r
eass
urin
g co
ncep
t to
view
ours
elve
s as
part
of
a w
orld
fam
ily. T
he im
age
ofho
ldin
g ha
nds
arou
nd th
e w
orld
in
harm
ony
and
love
is b
eaut
iful
but
fai
ls to
con
vey
that
mem
bers
hip
in th
is
wor
ld f
amily
, lik
e al
l fam
ilies
, can
be
quite
frus
trat
ing
and
disc
once
rtin
g at
times
. Fam
iliar
pla
titud
es s
uch
as "
We
may
be
diff
eren
t on
the
outs
ide,
but
on th
e in
si6e
we'
re a
ll al
ike"
may
mak
e us
fee
l goo
d, b
ut w
hat a
re th
e
impl
icat
ions
of
such
a s
tate
men
t?St
uden
ts n
eed
to v
iew
uni
vers
al h
uman
qua
litie
s as
the
basi
s fo
r bu
ildin
g
brid
ges
amon
g pe
ople
of
diff
eren
t bac
kgro
unds
(Cor
tes,
199
0). A
t the
sam
e tim
e, h
owev
er, s
tude
nts
mus
tle
arn
abou
t the
rea
l and
mea
ning
ful
grou
p va
riat
ions
in c
ultu
ral,
raci
al,e
thni
c, a
nd s
ocia
l exp
erie
nce.
Pla
titud
es
abou
t how
we
ate
all b
asic
ally
alik
e or
proc
lam
atio
ns o
f co
lor
blin
dnes
s
will
nev
er e
radi
cate
the
nece
ssity
of
this
impo
rtan
t aw
aren
ess.
The
sec
ond
myt
h co
ncer
ns th
ree
fals
e id
eas
abou
t int
erac
ting
with
othe
rs: (
a) g
ettin
g al
ong
with
oth
ers
is e
asy,
(b)
con
flic
tis
bad
and
sho
uld
be a
void
ed a
t all
cost
s, a
nd (
c) w
e ha
ve to
like
or
love
oth
ers
to in
tera
ct
resp
ectf
ully
with
them
.It
's ti
me
we
stop
ped
talk
ing
abou
t lov
e. R
espe
ctsh
ould
be
our
focu
s. A
lack
of
love
or
likin
g ha
s be
en u
sed
as a
n ex
cuse
for
abus
e an
d vi
olen
ce a
nd
sepa
ratio
n fo
r fa
r to
o lo
ng. C
onfl
ict d
oesn
't al
way
s m
ean
som
eone
is a
t
faul
t. It
isn'
t alw
ays
easy
or
poss
ible
to b
e fr
iend
sw
ith e
very
one.
Rel
atio
n-
ship
s m
ay b
e un
com
fort
able
, pai
nful
, str
ange
, wei
rd,
won
derf
ul, f
unct
iona
l,
or d
ysfu
nctio
nal.
Wha
t is
the
resu
lt of
pro
paga
ting
thes
e tw
o m
yths
? I
belie
ve it
has
left
child
ren
with
ver
y fe
w c
hoic
es w
hen
they
enc
ount
erin
divi
dual
s w
ho a
re
diff
eren
t fro
m th
emse
lves
.If
we
real
ly a
re a
ll th
e sa
me,
reg
ardl
ess
ofcu
lture
, int
erac
ting
with
oth
er p
eopl
e sh
ould
be
fair
ly e
asy.
Thi
s un
in-
form
ed w
ay o
f th
inki
ng le
ads
stud
ents
to b
elie
ve th
atif
con
flic
t occ
urs,
or
disc
omfo
rt p
erva
des,
or
mis
com
mun
icat
ion
happ
ens,
som
ethi
ng m
ust b
e
wro
ng w
ith th
ai o
ther
per
son
or w
ithth
emse
lves
. The
re m
ust b
e a
reas
on
for
this
"ne
gativ
e" o
ccur
renc
e. S
uch
expe
rien
ces
and
thou
ght p
roce
sses
rein
forc
e th
e id
ea th
at s
omeo
ne is
at f
ault;
som
eone
sho
uld
be b
lam
ed.
Mar
ker
(199
2) b
elie
ves
that
if w
e gi
ve c
hild
ren
"aco
ntin
ued
diet
of
feel
-
good
, New
Age
pse
udoc
ultu
ral p
ap,"
we
real
ly a
re n
otac
com
plis
hing
muc
h
tow
ard
the
deve
lopm
ent o
f in
terc
ultu
rally
com
pete
ntin
divi
dual
s.T
he
resu
lt w
ill b
e "a
gen
erat
ion
of e
thno
cent
ric
igno
ram
uses
ill-p
repa
red
to d
eal
with
the
com
plex
ities
of
a be
wild
erin
g m
oder
nw
orld
." E
duca
tors
who
JOH
NM
.K
IBLE
R24
9
belie
ve th
at e
atin
g ta
cos
and
lear
ning
an
ethn
ic d
ance
are
the
only
ingr
edi-
ents
nec
essa
ry f
or a
n in
-dep
th, c
ross
-cul
tura
l stu
dyw
ill s
crat
ch th
eir
head
s
in c
onfu
sion
at t
he p
rosp
ect t
hat a
fter
all
this
talk
abou
t mul
ticul
tura
l
educ
atio
n, o
ur f
irst
-gra
de s
tude
nts
still
run
aro
und
war
-who
opin
g an
d
scal
ping
eac
h ot
her.
The
mor
e aw
are
we
are
of o
ur o
wn
cont
extu
al id
eals
, the
bette
r ab
le w
e
are
to r
esol
ve, m
aint
ain,
und
erst
and,
and
med
iate
cro
ss-c
ultu
ral r
elat
ion-
ship
s an
d id
eals
. Thi
s is
not
a p
hilo
soph
ical
con
stru
ct b
ut a
nec
onom
ic
nece
ssity
bec
ause
as
our
wor
ld d
iver
sifi
es, s
uch
skill
s ar
ene
eded
for
part
icip
atio
n in
an
ever
-cha
ngin
g w
orkf
orce
. Thi
s co
ntex
tual
unde
rsta
nd-
ing
also
pro
vide
s a
prod
uctiv
e fo
rmat
for
vie
win
g,un
ders
tand
ing,
and
deal
ing
with
rac
ism
, sex
ism
, hom
opho
bia,
ling
uist
ic a
nd r
elig
ious
into
ler-
ance
, and
the
bigo
trie
s fa
ced
daily
by
the
phys
ical
ly a
nd m
enta
lly c
hal-
leng
ed. T
he r
eal p
robl
em is
our
exp
ecta
tion
that
inte
rper
sona
lre
latio
nshi
ps
wilI
be
easy
. The
y ar
e no
t.W
ithou
t som
e se
nse
of c
ultu
ral a
war
enes
s, c
ultu
ral e
xper
ienc
eshi
de
from
eve
n th
eir
own
mem
bers
muc
h m
ore
than
they
rev
eal
(Hal
l, 19
76).
Am
ajor
ity o
f in
divi
dual
s w
ith w
hom
I in
tera
ct s
eem
to b
elie
ve th
atde
velo
p-
ing
cultu
ral a
war
enes
s is
a p
roce
ss o
f lo
okin
g ou
twar
d w
hen,
inre
ality
,
cultu
ral a
war
enes
s is
a p
roce
ss o
f lo
okin
g in
war
d. I
t is
a pr
oces
s of
view
ing
ours
elve
s ju
xtap
osed
aga
inst
oth
er, d
iffe
rent
indi
vidu
als
as a
way
of
bette
run
ders
tand
ing
and
illum
inat
ing
ours
elve
s. C
ross
-cul
tura
l exp
erie
nces
can
offe
r th
is im
port
ant a
nd tr
ansf
orm
atio
nal v
anta
ge p
oint
.Sc
hool
s pr
ovid
eop
port
uniti
es d
aily
by
forc
ing
this
juxt
apos
ition
upon
edu
cato
rs a
nd s
tude
nts.
The
hom
ogen
eity
of
our
livin
g co
mm
uniti
esra
rely
pro
vide
s th
is o
ppor
tuni
ty. h
is im
port
ant t
o ba
lanc
e th
esa
fety
and
com
fort
of
hom
e w
ith th
e di
vers
e ex
peri
ence
s an
d ch
alle
nges
that
are
nece
ssar
y fo
r th
e ps
ycho
logi
cal d
evel
opm
ent
of e
ach
indi
vidu
al.
Con
flic
t is
norm
al. I
t is
natu
ral.
It s
houl
d be
exp
ecte
d. I
n al
lrel
atio
n-
ship
s, f
rust
ratio
n is
bal
ance
d w
ith le
arni
ng; h
urt i
s ba
lanc
ed w
ithin
sigh
t;
ange
r is
bal
ance
d w
ith c
once
rn; a
ffec
tion
is b
alan
ced
with
res
pect
. For
educ
ator
s to
exp
ect o
ther
wis
e al
d to
sha
re th
at ;:
nrea
listic
exp
ecta
tion
with
child
ren
is a
dis
serv
ice
to th
em. T
o se
e co
nflic
t as
pres
entin
g an
opp
ortu
-ni
ty f
or g
row
th r
equi
res
a si
gnif
ican
t shi
ft in
atti
tude
and
wor
ldvi
ew
(Kre
idle
r, 1
990)
.Se
eker
s of
inte
rcul
tura
l kno
wle
dge
may
atte
nd w
orks
hops
, lis
ten
tosp
eake
rs, o
r re
ad f
act s
heet
s de
alin
g w
ith w
orld
cul
ture
s, b
ut if
they
do
not
perc
eive
them
selv
es to
be
cultu
ral b
eing
s, th
ey c
an n
ever
fac
ilita
te th
atun
ders
tand
ing
in o
ther
s. U
nder
stan
ding
as
muc
h as
pos
sibl
e ab
out o
ne's
own
cultu
ral c
onte
xt m
ust p
rece
de a
idin
got
hers
in th
e un
ders
tand
ing
of
thei
rs.
Som
e pe
dago
gica
l str
uctu
res
achi
eve
the
goal
of
inte
grat
ing
inte
rcul
-
13
250
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
tura
l res
ourc
es in
to c
onte
nt a
reas
mor
e ef
fect
ivel
y th
an o
ther
s. F
igur
e 15
-1pr
ovid
es e
xam
ples
of
clas
sroo
m p
ract
ices
that
inte
grat
e cu
ltura
l lea
rnin
gan
d ac
adem
ic in
stru
ctio
n.In
terc
ultu
ral l
itera
ture
can
ser
ve a
s a
stro
ngfo
unda
tion
for
enga
ging
stu
dent
s in
aut
hent
ic c
ultu
ral l
earn
ing.
Hol
ding
han
ds w
ith e
ach,
othe
r is
far
fro
m e
noug
h. I
t is
time
for
us to
14
Fig
ure
15-1
. Gui
delin
es fo
r U
tiliz
ing
Cul
tura
l Exp
erie
nces
in th
etC
lass
room
A te
ache
r in
tegr
ates
cul
tura
l lea
rnin
g w
ith a
cade
mic
inst
ruct
ion
whe
nhe
or
she:
mak
es th
e m
ost o
f cu
ltura
l res
ourc
es a
nd e
xper
ienc
es o
f in
divi
du-
als
in th
e cl
ass;
uses
con
tent
-bas
ed in
stru
ctio
n th
at is
gro
unde
d in
div
erse
, rea
l-lif
epu
rpos
es a
nd c
onte
xts;
rais
es s
tude
nts
awar
enes
s,of
the
com
plex
ity a
nd in
terc
onne
cted
ness
of h
uman
kno
wle
dge;
trea
ts c
ross
-cul
tura
l con
flic
t as
a na
tura
l par
t of
com
mun
icat
ion
that
can
be
posi
tivel
y re
solv
ed;
teac
hes
dire
ctly
or
indi
rect
ly c
ross
-cul
tura
l com
mun
icat
ion
and
prob
lem
-sol
ving
ski
lls;
uses
and
legi
timiz
es a
ltern
ativ
e w
ays
of e
xpre
ssin
g kn
owle
dge
and
solv
ing
prob
lem
s;en
gage
s st
uden
ts in
cro
ss-c
ultu
ral d
ecis
ion-
mak
ing
and
com
mun
i-ca
tion
situ
atio
ns;
aids
stu
dent
s in
und
erst
andi
ng h
ow c
ultu
re o
pera
tes
in th
eir
own
and
othe
rs' l
ives
;ill
umin
ates
and
cor
rect
s st
ereo
typi
c de
pict
ion
of g
roup
s of
peo
ple;
dem
onst
rate
s th
e ne
ed to
und
erst
and
and
view
uni
vers
ally
hum
anqu
aliti
es a
s th
e ba
sis
for
build
ing
brid
ges
amon
g pe
ople
of
diff
er-
ent b
ackg
roun
ds;
aids
stu
dent
s in
gro
win
g m
ore
com
fort
able
with
lear
ning
abo
ut th
ere
al a
nd m
eani
ngfu
l gro
up v
aria
tions
in c
ultu
re, r
ace,
and
eth
nic
expe
rien
ce;
crea
tes
situ
atio
ns w
here
stu
dent
s de
velo
p an
d pr
actic
e ef
fect
ive
hum
an r
elat
ions
ski
lls;
faci
litat
es u
nder
stan
ding
of
how
pre
judi
ce, b
igot
ry, a
nd o
ppre
ssio
nop
erat
e;cr
eate
s ex
peri
ence
s th
at c
halle
nge
a st
uden
t's o
wn
cultu
rl a
s-su
mpt
ions
; and
com
parc
s an
d co
ntra
sts
subj
ect m
atte
r of
sim
ilar
them
es, g
enre
s, o
rhi
stor
ical
sig
nifi
canc
e.
Sour
ce: N
goc-
Dic
p th
i Ngu
yen
and
John
Kib
ler
(199
3)
JOH
N M
. KIB
LER
251
look
at d
iver
sity
in o
ur c
ultu
re a
s a
chan
ce to
enr
ich
our
own
lives
toex
pand
our
selv
es, t
o re
spec
t wha
t we
don'
t und
erst
and,
and
even
to a
ccep
t
wha
t mig
ht m
ake
us a
littl
e un
com
fort
able
.
Insi
der
and
Oui
side
r P
ersp
ectiv
es in
Mul
ticul
tura
lC
hild
ren'
s Li
tera
ture
On
July
4, 1
744,
the
Iroq
uois
chi
ef, C
anas
sate
go,
repl
ied
with
cla
rity
and
insi
ght t
o an
off
er o
f th
e V
irgi
nia
Leg
isla
ture
to th
e Si
xN
atio
ns, i
nviti
ng
them
to s
end
six
yout
hs to
be
educ
ated
at t
heW
illia
msb
urg
Col
lege
of
Will
iam
and
Mar
y.
We
know
you
hig
hly
este
em th
e ki
nd o
f L
earn
ing
taug
htin
thes
e
Col
lege
s, a
nd th
e m
aint
enan
ce o
f ou
r yo
ung
Men
, whi
lew
ith y
ou,
wou
ld b
e ve
ry e
xpen
sive
to y
ou. W
e ar
e co
nvin
ced,
ther
efor
e,th
at y
ou
mea
n to
us
Goo
d by
you
r Pr
opos
al; a
nd w
eth
ank
you
hear
tily.
But
you
who
are
so
wis
e m
ust k
now
that
dif
fere
nt N
atio
ns h
ave
diff
eren
t
Con
cept
ions
of
thin
gs; a
nd y
ou w
ill n
ot th
eref
ore
take
am
iss,
if o
ur
Idea
s of
this
kin
d of
Edu
catio
n ha
ppen
s no
t to
be th
e sa
me
with
you
rs.
We
have
had
som
e ex
peri
ence
of
it. S
ever
al o
f ou
r yo
ung
Peop
le w
ere
form
erly
bro
ught
up
in th
e C
olle
ges
of th
e N
orth
ern
Prov
ince
s; th
eyw
ere
inst
ruct
ed in
all
your
Sci
ence
s; b
ut,
whe
n th
ey c
ame
back
to u
s,
they
wer
e ba
d R
unne
rs, i
gnor
ant o
f ev
ery
mea
ns o
fliv
ing
in th
eW
oods
, una
blt t
o be
ar e
ither
Col
d or
Hun
ger,
kne
w n
eith
erho
w to
build
a C
abin
, tak
e a
deer
, or
kill
an e
nem
y, s
poke
our
lang
uage
impe
rfec
tly, w
ere
ther
efor
e ne
ither
fit
for
Hun
ters
, War
rior
s, n
orC
ouns
elor
s; th
ey w
ere
tota
lly g
ood
for
noth
ing.
We
are
how
ever
not
the
less
obl
iged
for
you
r ki
nd O
ffer
, tho
' we
decl
ine
acce
ptin
git;
and
to s
how
our
gra
tefu
l Sen
se o
f it,
if th
e G
entle
men
ofV
irgi
nia
shal
l sen
d
us a
Doz
en o
f th
eir
Sons
, we
will
take
gre
at c
are
of th
eir
Edu
catio
n,
inst
ruct
them
in a
ll w
e kn
ow, a
nd m
ake
Men
of
them
(Fe
nelo
n, 1
993,
p. 1
).
Can
assa
tcgo
has
a g
reat
dea
l to
teac
h U
.S. e
duca
tiona
l ins
titut
ions
abou
t
cultu
re a
nd te
achi
ng. H
is w
ords
ref
lect
the
vita
l ins
ight
s th
atm
embe
rshi
p
in a
cul
ture
pro
vide
s fo
r un
eers
tand
ing
a pa
rtic
ular
cul
tura
l exp
erie
nce.
As
wel
l, hi
s w
ords
spe
ak e
loqu
ently
of
wha
t can
res
ult w
hen
one,
thro
ugh
educ
atio
n, is
rob
bed
of o
ne's
fir
st la
ngua
ge a
nd f
irst
cul
ture
. Pra
ctic
esth
at
seek
to f
orce
an
outs
ide
cultu
ral v
iew
ont
o a
part
icul
ar c
ultu
ral e
xper
ienc
eas
a w
ay o
f as
sess
ing
or ju
dgin
g th
at e
xper
ienc
e ar
eop
pres
sive
in n
atur
e.
Any
out
side
r vi
ew m
ust o
rigi
nate
fro
m a
pos
ition
of
resp
ect,
equa
lity,
and
fam
iliar
ity.
Acc
urac
y m
atte
rs g
reat
ly.
Wri
ters
and
illu
stra
tors
mak
eda
nger
ous
and
ster
eoty
pica
l err
ors
by n
ot k
now
ing
a cu
lture
intim
atel
y.
15
/6
252
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
Wri
ters
who
atte
mpt
to p
ortr
ay a
n un
fam
iliar
cul
ture
oft
en p
rodu
ce w
orks
that
are
ste
rile
or
nons
peci
fic;
thos
e w
ho u
se n
on-E
nglis
h w
ords
with
out
prop
er u
nder
stan
ding
may
por
tray
thei
r co
ntex
tual
fou
ndat
ions
inco
rrec
tly(B
arre
ra, 1
992)
.O
utsi
der
view
s al
one
will
nev
er a
ccur
atel
y re
flec
t acu
ltura
l exp
erie
nce
unle
ss b
alan
ced
by in
side
r pe
rspe
ctiv
es.
Mem
bers
hip
in a
cul
ture
alo
ne, h
owev
er, d
oesn
't m
ake
a w
rite
r a
qual
itypr
esen
ter
of th
at c
ultu
re's
exp
erie
nces
. Gif
ted
wri
ters
of
all k
inds
wri
teab
out t
heir
cul
ture
s an
d be
yond
.Fi
ctio
n an
d no
nfic
tion
wri
ters
of
all
natio
nalit
ies
utili
ze s
tere
otyp
ical
dep
ictio
ns o
f ch
arac
ters
whe
neve
r th
eyfa
il to
see
cha
ract
ers
as in
divi
dual
s. A
uthe
ntic
ity m
atte
rs g
reat
ly, b
ut th
ere
is n
o sp
ecif
ic o
utlin
e fo
r ho
w o
ne a
cqui
res
it (R
ochm
an, 1
993)
.N
ancy
Clo
ud (
1993
) be
lieve
s th
at th
e w
ork
of e
duca
tors
who
inte
ract
with
ling
uist
ical
ly a
nd c
ultu
rally
div
erse
chi
ldre
n ex
tend
s fa
r be
yond
the
role
of
lang
uage
teac
her.
She
con
tend
s th
at e
duca
tors
ser
ve m
any
func
tions
in th
e se
cond
-lan
guag
e cl
assr
oom
in a
dditi
on to
lang
uage
inst
ruct
ion,
and
that
all
lingu
istic
ally
and
cul
tura
lly d
iver
se s
tude
nts
expe
rien
ce p
sych
o-lo
gica
l, so
cial
, and
cul
tura
l eff
ects
dur
ing
accu
ltura
tion
in th
e cl
assr
oom
.T
hese
stu
dent
s ar
e le
arni
ng a
new
lang
uage
and
var
ious
set
s of
new
cul
tura
lru
les
for
scho
ol a
nd s
ocie
ty. T
he r
igid
ity o
f th
ese
cultu
ral p
atte
rns
and
the
reac
tions
of
othe
rs to
thei
r ad
apta
tion
can
be o
verw
helm
ing
at b
est a
ndst
igm
atiz
ing
at w
orst
. In
addi
tion,
bec
ause
of
thei
r lif
e ex
peri
ence
s, m
any
ESL
stu
dent
s fa
ce m
ore
seri
ous
emot
iona
! is
sues
cau
sed
by d
isru
ptio
n an
dvi
olen
ce, t
raum
atic
res
ettle
men
t, dr
amat
ic c
hang
es in
fam
ily c
ompo
sitio
n,lo
sses
, and
sep
arat
ion.
Clo
ud a
rgue
s th
at c
hild
ren'
s bo
oks
norm
aliz
e th
e ex
peri
ence
s of
chi
l-dr
en b
y va
lidat
ing
thei
r liv
es a
nd p
rovi
ding
a s
afe
envi
ronm
ent f
or th
eex
plor
atio
n of
fee
lings
and
pai
nful
exp
erie
nces
.Sh
e be
lieve
s th
at b
yem
path
izin
g w
ith a
sto
ry's
cha
ract
ers,
ling
uist
ical
ly a
nd c
ultu
rally
div
erse
child
ren
can
ackn
owle
dge
and
shar
e th
eir
own
feel
ings
ass
ocia
ted
with
sim
ilar
circ
umst
ance
s w
ithou
t fee
ling
thre
aten
ed, v
ulne
rabl
e, o
r ex
pose
d.St
uden
ts w
hose
cul
tura
l exp
erie
nces
are
not
dir
ectly
ref
lect
ed in
a p
iece
of
liter
atur
e ar
e en
rich
ed b
y pu
tting
them
selv
es in
ano
ther
's c
ircu
mst
ance
s,w
hich
con
trib
utes
to th
e ac
quis
ition
of
prob
lem
-sol
ving
and
hig
hcr-
orde
rth
inki
ng s
kills
, as
wel
l as
the
deve
lopm
ent o
f in
terc
ultu
ral u
nder
stan
ding
.St
ory
read
ing
allo
ws
stud
ents
to p
artic
ipat
e w
hen
they
are
rea
dy, a
nd in
wha
teve
r w
ay th
ey p
refe
r. J
ust l
iste
ning
to a
sto
ry c
an p
rovi
de th
e sa
me
bene
fits
to b
oth
sets
of
stud
ents
with
sim
ilar
resu
lts (
Clo
ud, 1
993)
.In
his
wor
k w
ith F
oxfi
re, E
liot W
iggi
nton
(19
91)
prop
oses
that
the
utili
zatio
n of
cul
tura
l res
ourc
es in
ped
agog
y sh
ould
res
ult i
n th
e cr
eatio
n of
a ta
ngib
le p
rodu
ct. H
e co
nten
ds th
at th
e pe
rson
al in
vest
igat
ion
of c
ultu
rere
sona
tes
deep
ly w
ith s
tude
nts
and
has
the
pote
ntia
l to
lift t
he c
lass
room
out
of th
e ro
t tin
c in
to a
noth
er d
imen
sion
. Wig
gint
on g
oes
on to
exp
lain
that
empt
y as
sert
ions
that
stu
dent
s sh
ould
be
prou
d of
thei
r cu
lture
hav
e ne
gli-
JOH
N M
. KIB
LER
253
gibl
e im
pact
on
stud
ents
' int
elle
ctua
l and
per
sona
l dev
elop
men
t. E
qual
lyas
neg
ligib
le a
re g
uest
spe
aker
s at
an
asse
mbl
y, e
thni
c fo
odfe
stiv
als,
and
"onc
e-a-
wee
k" m
ultic
ultu
ral e
nlig
hten
men
t ses
sion
s. C
ultu
ral i
nfor
mat
ion
and
reso
urce
s ar
e on
ly e
ffec
tive
in p
edag
ogy
thro
ugh
sust
aine
d ex
posu
re in
an e
nvir
onm
ent c
hara
cter
ized
by
inde
pend
ent s
tude
nt r
esea
rch
and
inqu
iry,
whe
re a
spec
ts o
f cu
lture
are
dis
cove
red,
bro
ught
to a
leve
l of
cons
ciou
s-ne
ss, a
nd u
sed
(Wig
gint
on, 1
991)
. Int
ercu
ltura
l lite
ratu
re is
an
inte
gral
par
tof
cla
ssro
om c
ultu
re th
at s
eeks
to o
pen
stud
ents
to in
vest
igat
ing
and
mak
ing
sens
e of
the
wor
ld a
roun
d th
em, r
egar
dles
s of
thei
r pa
rtic
ipat
ion
insi
de o
r ou
tsid
e of
a c
ultu
ral e
xper
ienc
e. T
he w
ay e
ach
stud
ent i
nter
acts
with
a p
iece
of
liter
atur
e is
indi
vidu
alis
tic; i
nsid
ers
see
them
selv
es r
efle
cted
in it
, whi
le o
utsi
ders
gai
n in
s:gh
ts in
to e
xper
ienc
es th
at d
iffe
r fr
om th
eir
own.
Sel
ectin
g an
d E
valu
atin
g M
ultic
ultu
ral
Chi
ldre
n's
Lite
ratu
reR
udin
e Si
ms
Bis
hop
(199
2) d
efin
es m
ultic
ultu
ral c
hild
ren'
s lit
erat
ure
as"l
itera
ture
by
and
abou
t peo
ple
who
are
mem
bers
of
grou
ps c
onsi
dere
d to
be o
utsi
de th
e so
cio-
polit
ical
mai
nstr
eam
of
the
Uni
ted
Stat
es."
Haz
el
Roc
hman
(19
93)
offe
rs a
cou
nter
-int
erpr
etat
ion,
ass
ertin
g th
at th
ese
book
ssh
ould
foc
us o
n br
eaki
ng d
own
bord
ers.
The
com
bina
tion
of th
ese
view
poin
ts p
rovi
des
a se
nse
of b
alan
ce in
unde
rsta
ndin
g w
hat a
boo
k ca
n ac
com
plis
h in
the
inte
rcul
tura
l cla
ssro
om.
Inte
rcul
tura
l chi
ldre
n's
liter
atur
e sh
ould
illu
min
ate
cultu
ral e
xper
ienc
esth
at h
ave,
for
too
long
, bee
n co
nsid
ered
out
side
of
the
U.S
. mai
nstr
eam
.T
his
pow
erfu
l lite
ratu
re s
houl
d al
so b
e us
ed b
y ed
ucat
ors
and
pare
nts
tobr
eak
dow
n bo
rder
s.T
he p
roce
ss o
f cr
eatin
g a
real
istic
vie
w o
f an
y cu
ltura
l exp
erie
nce
can
seem
a d
aunt
ing
task
. Nie
to (
1992
) po
sits
that
the
sear
ch f
or a
n au
then
ticlit
erat
ure
is n
ot th
e se
arch
for
an
alw
ays-
posi
tive,
rom
antic
ized
, or
idea
l-iz
ed p
ersp
ectiv
e. A
uthe
ntic
lite
ratu
m is
nei
ther
unr
ealis
tical
ly h
eroi
c no
rde
stru
ctiv
ely
nega
tive,
but
, rat
her,
atte
mpt
s to
ref
lect
the
rang
e of
issu
esan
d po
ssib
ilitie
s w
ithin
com
mun
ity e
xper
ienc
es.
'The
key
to th
e se
lect
ion
proc
ess
is u
nder
stan
ding
why
one
cho
oses
abo
ok a
nd h
ow it
will
be
used
. A b
ook
is n
ot g
ood
just
bec
ause
it r
efle
cts
othe
r cu
lture
s. F
urth
er e
valu
atio
n ca
n be
bas
ed o
n cr
iteri
a ad
apte
d fr
om th
ew
ork
of e
duca
tors
in th
e fi
eld
of in
terc
ultu
ral c
hild
ren'
s lit
erat
ure.
Tea
cher
s sh
ould
fir
st lo
ok a
t the
exi
stin
g cu
rric
ula
and
the
conc
epts
to b
esh
ared
with
stu
dent
s ov
er th
e co
urse
of
the
scho
ol y
ear.
An
exis
ting
curr
icul
um s
erve
s as
a f
ram
ewor
k fo
r id
entif
ying
aca
dem
ic g
oals
.It
is a
star
ting
poin
t for
con
side
ring
whe
re in
terc
ultu
ral d
iver
sifi
catio
n an
d en
-i p
ay I
1
254
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
hanc
emen
t are
mos
t app
ropr
iate
. In
addi
tion,
the
teac
her
need
s to
cons
ider
(1)
expe
cted
out
com
es, (
2) th
e ba
ckgr
ound
of
stud
ents
,(3
) th
e st
uden
ts'
prio
r kn
owle
dge
and
expo
sure
, (4)
lang
uage
pro
fici
ency
leve
l(s)
, and
(5)
the
lang
uage
s us
ed in
the
liter
ary
reso
urce
.T
he te
ache
r sh
ould
als
oco
nsid
er th
e m
ode
of tr
ansm
issi
on o
f th
e re
sour
ce, t
he f
orm
at f
orin
tegr
a-
tion
into
the
curr
icul
um, a
cade
mic
con
cept
s ou
tline
d, a
ndcu
ltura
l lea
rnin
g
conc
epts
exp
lore
d. F
igur
e 15
-2 id
entif
ies
som
e lit
erar
yan
d cu
ltura
l cri
teri
a
for
eval
uatin
g cu
ltura
l res
ourc
es a
nd c
reat
es a
sca
le f
oras
sess
ing
each
liter
ary
item
on
a va
riet
y of
issu
es. T
his
guid
e ca
n se
rve
as a
fram
ewor
k fo
r
the
inte
grat
ion
of a
ny c
ultu
ral r
esou
rce
in th
e cl
assr
oom
.T
he e
xcite
d ex
clam
atio
n of
"th
at's
abo
ut m
e" f
rom
ase
cond
-gra
der
afte
r
his
teac
her
read
s a
stor
y is
an
ever
yday
exp
erie
nce
for
child
ren
with
in th
e
maj
ority
cul
ture
. Chi
ldre
n fr
om o
ther
cul
ture
s, h
owev
er, d
o no
toft
en !
.ave
the
oppo
rtun
ity to
see
them
selv
es in
boo
ks (
Nie
to, 1
901)
.T
each
ers
and
scho
ols
have
the
resp
onsi
bilit
y to
mak
e it
poss
ible
for
all
child
ren
to s
ee
them
selv
es a
nd th
eir
expe
rien
ces
refl
ecte
d in
the
book
s th
at th
eyre
ad, a
nd
to b
alan
ce th
at w
ith li
tera
ture
that
ref
lect
s ex
peri
ence
sof
oth
ers
diff
eren
t
from
them
selv
es.
It is
impo
rtan
t to
rem
embe
r th
at a
sin
gle
book
can
not
acco
mpl
ish
ever
ythi
ng a
nd, t
here
fore
, eac
h bo
ok n
eed
not p
rovi
dein
form
a-
tion
on e
ach
and
ever
y as
pect
of
cultu
re.
Bal
ance
, ach
ieve
d th
roug
hm
ultip
le r
esou
rces
, is
the
key
to s
elec
ting
and
inte
grat
ing
cultu
ral r
esou
rces
succ
essf
ully
.
Mex
ican
, Mex
ican
Am
eric
an, a
nd L
atin
o V
oice
sin
Chi
ldre
n's
Lite
ratu
reH
azel
Roc
hman
(19
93)
belie
ves
that
a g
ood
book
can
hel
p to
brea
k
dow
n ba
rrie
rs, m
akin
g a
diff
eren
ce in
the
lives
of
read
ers
bydi
spel
ling
prej
udic
e an
d bu
ildin
g co
mm
unity
. A s
tory
sho
uld
lead
the
read
er to
imag
ine
the
lives
of
othe
rs in
all
thei
r co
mpl
exity
by
reac
hing
beyo
nd
ster
eoty
pe to
dep
ict u
niqu
e in
divi
dual
cha
ract
ers.
Roc
hrna
nco
nten
ds th
at
once
a r
eade
r vi
ews
a ch
arac
ter
as a
fla
wed
,com
plex
, str
ivin
g in
divi
dual
,
ster
eoty
pes
are
disp
elle
d.T
he te
rm "
His
pani
c A
mer
ican
" or
"L
atin
o" is
a n
ew o
ne f
or m
any
with
in
the
libra
ry a
nd p
ublis
hing
bus
ines
s, d
enot
ing
dual
mem
bers
hip
in th
e
cultu
ral h
erita
ges
of L
atin
Am
eric
a an
d th
e U
nite
d St
ates
.In
the
past
,fi
ndin
g bo
oks
abou
t eth
nic
heri
tage
s of
Lat
in A
mer
ica
and
the
Car
ibbe
an
was
dif
ficu
lt be
caus
e of
mis
info
rmat
ion
orne
glec
t on
the
part
of
mai
n-
stre
am U
.S. p
ublis
hers
. Bar
rera
's (
1992
)an
alys
is s
uppo
rts
the
asse
rtio
n
that
thos
e w
ho d
id p
ublis
h su
ch w
orks
typi
cally
pro
ject
ed a
ster
eoty
pica
lly
rom
antic
ized
vie
w o
f ho
w M
exic
ans
(and
by
impl
ic ..
tion,
oth
erSp
anis
h-
spea
king
per
sons
) w
ere
supp
osed
to a
ct, s
peak
, and
be.
Her
exam
inat
ion
of
the
two
or th
ree
Cal
deco
tt an
d N
ewbe
rry
awar
d-w
inni
ng b
ooks
that
ref
lect
JOH
N M
. KIB
LER
255
Lat
ino
them
es s
ince
194
0 re
veal
s st
ereo
typi
cal c
hara
cter
izat
ions
, aty
pica
lre
pres
enta
tions
, and
neg
ativ
e th
emes
. Bar
rera
's in
sigh
ts d
emon
stra
te tw
oou
tsta
ndin
g th
emes
that
cha
ract
eriz
e th
is ty
pe o
f lit
erat
ure:
the
Ang
lobe
nefa
ctor
who
sav
es c
hara
cter
s fr
om th
emse
lves
and
the
emph
asis
on
Eng
lish
as th
e on
ly r
oute
to s
alva
tion
for
Span
ish-
spea
king
you
th (
Cou
ncil
on I
nter
raci
al B
ooks
for
Chi
ldre
n, 1
975;
Dur
an, 1
979)
. Eve
n th
ough
the
over
all s
cope
of
Lat
ino
liter
atur
e to
day
is v
astly
impr
oved
, boo
ks f
orch
ildre
n an
d yo
ung
adul
ts th
at r
efle
ct M
exic
an A
mer
ican
life
and
cul
ture
are
still
sev
erel
y un
derr
epre
sent
ed, c
onsi
deri
ng th
e pr
opor
tion
of th
e U
.S.
popu
latio
n th
at is
of
Mex
ican
Am
eric
an b
ackg
roun
d (B
arre
ra, 1
992)
. To-
day,
Mex
ican
Am
eric
ans
com
pris
e ov
er f
ive
perc
ent o
f th
e U
.S. p
opul
atio
nan
d ar
e th
e la
rges
t and
fas
test
-gro
win
g et
hnol
ingu
istic
gro
up in
the
Uni
ted
Stat
es, t
otal
ing
alm
ost 1
4 m
illio
n pe
rson
s (U
.S. B
urea
u of
the
Cen
sus,
1991
).In
the
late
196
0s, t
he s
tage
beg
an to
be
set f
or th
e em
erge
nce
ofch
ildre
n's
liter
atur
e w
ritte
n by
Mex
ican
Am
eric
ans.
Bar
rera
(19
92)
indi
-ca
tes
the
man
y fa
ctor
s th
at c
ontr
ibut
ed to
this
em
erge
nce,
mai
nly
the
liter
ary
expr
essi
on o
f pa
rtic
ipan
ts in
the
Chi
cano
mov
emen
t of
the
1960
san
d 19
70s
crea
ting
a ne
w e
thni
c co
nsci
ousn
ess
for
Mex
ican
Am
eric
ans.
Eve
n th
ough
littl
e of
this
wri
ting
was
for
you
ng p
eopl
e, n
onet
hele
ss it
crea
ted
a ba
ckdr
op w
here
by li
tera
ture
for
chi
ldre
n co
uld
find
psy
chol
ogic
alan
d ar
tistic
sup
port
. The
Bili
ngua
l Edu
catio
n A
ct o
f 19
68 w
as a
lso
anin
stru
men
tal f
orce
in th
e em
erge
nce
of c
hild
ren'
s lit
erat
ure
abou
t Mex
ican
Am
eric
an c
ultu
re a
nd li
fe w
ritte
n by
Mex
ican
Am
eric
ans
(Bar
rera
). S
ome
of th
e ea
rlie
st w
orks
that
em
erge
d fr
om th
is m
ovem
ent i
nclu
ded
thos
e of
Ern
est G
alar
za; t
he r
eadi
ng s
erie
s fo
r gr
ades
1-6
title
d Se
rie
Tie
rra
deE
ncan
to, c
reat
ed u
nder
the
dire
ctio
n of
Dol
ores
Gon
zfile
s, 1
972-
1977
; and
the
child
ren'
s bo
oks
of N
atha
niel
Arc
hule
ta. I
n th
e 19
60s
and
70s,
the
few
wor
ks o
f L
atin
os th
at w
ere
publ
ishe
d by
maj
or U
.S. p
ublis
hing
hou
ses
conf
orm
ed to
the
orev
ailin
g m
ains
trea
m v
iew
s th
at s
peak
ing
Span
ish
was
afl
aw to
be
over
com
e, a
nd th
at a
ssim
ilatin
g as
soo
n as
pos
sibl
e in
to m
ain-
stre
am U
.S. c
ultu
re w
as th
e m
ost a
ttrac
tive
and
inte
llige
nt c
hoic
e fo
r an
yL
atin
o im
mig
rant
. Som
e au
then
tic r
esou
rces
for
chi
ldre
n w
ere
publ
ishe
dby
sm
all p
ress
es, w
hich
dev
elop
ed a
s a
resu
lt of
the
need
to p
rodu
cecu
rric
ulum
mat
eria
ls f
or b
iling
ual c
hild
ren.
Whi
le m
uch
of th
is p
ublis
hing
was
in S
pani
sh, m
any
note
wor
thy
title
s ap
pear
ed in
Eng
lish
or in
a b
iling
ual
form
at. T
he C
hild
ren'
s B
ook
Pres
s w
as e
spec
ially
suc
cess
ful e
ven
befo
reth
e co
ncep
t of
publ
ishi
ng m
ultic
ultu
ral b
ooks
for
chi
ldre
n ca
me
into
vog
ue.
Thc
Rai
ntre
c H
ispa
nic
Stor
ies
seri
es is
a w
ell w
ritte
n an
d st
rong
rcs
ourc
efo
r br
ingi
ng im
port
ant L
atin
o hi
stor
ical
fig
ures
to li
fe f
or y
oung
rea
ders
(the
se h
isto
rica
l fig
ures
hav
ing
been
om
itted
fro
m m
ost s
tatc
-app
rove
dte
xtbo
oks)
.T
he im
mig
rant
and
ref
ugee
exp
erie
nce
cont
inue
s to
be
an im
port
ant
9
256
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
EJO
HN
M. K
IBLE
R26
7
20
Fig
ure
15-2
. Cul
tura
l and
Lite
rary
Gui
delin
esfo
rS
elec
ting
Lite
ratu
re
Cul
tura
l Inf
orm
atio
n: A
ccur
ate
and
Aut
hent
ici.e
., do
es it
off
er a
n "i
nsid
er's
" or
info
rmed
"ou
tsid
er"
pers
pect
ive?
Ver
y Su
cces
sful
Uns
ucce
ssfu
l
IIF
l4
6P
A8
910
Plot
: Wel
l con
stru
cted
and
sub
stan
tial
i.e.,
is it
wel
l org
aniz
ed w
ith a
ctio
ns a
nd e
vent
s th
at a
re in
terr
e-la
ted,
logi
cal a
nd r
elat
ed to
chi
ldre
n's
pers
onal
exp
erie
nces
?
Ver
y Su
cces
sful
68
Uns
ucce
ssfu
l
910
Setti
ng: A
uthe
ntic
and
Cre
dibl
ei.e
., ar
e th
e ph
ysic
al c
onte
xts
of th
e ev
ents
as
wel
l as
moo
d of
the
stor
y?
Ver
y Su
cces
sful
IIF
l4
6P
A8
Uns
ucce
ssfu
l
1161
9
Cha
ract
eriz
atio
ns: R
eal a
nd N
on-S
tere
otyp
ical
in C
onte
xti.e
., do
es it
incr
ease
rea
der's
abi
lity
to e
mpa
thiz
e an
d br
eak
dow
nsu
btle
ste
reot
ypes
; are
rel
atio
nshi
ps p
ositi
ve, r
ealis
tic a
nd in
ter-
cultu
ral?
Ver
y Su
cces
sful
II11
113
68
Uns
ucce
ssfu
l
9
Vie
wpo
int o
n D
iver
sity
: Dev
elop
men
t of
Con
stru
ctiv
e A
ttitu
des
i.e.,
does
it d
emon
stra
te d
iver
sity
with
in a
nd a
cros
s cu
ltura
l gro
ups
and
decr
ease
eth
noce
ntri
sm?
Ver
y Su
cces
sful
46
Uns
ucce
ssfu
l
910
The
me:
Sig
nifi
cant
and
Mea
ning
ful
i.e.,
are
the
them
e an
d pl
ot b
alan
ced
so th
at s
tude
nts
enco
unte
r bo
tha
good
sto
ry a
nd a
rea
l mes
sage
?
Ver
y Su
cces
sful
Ii4
616
18
Uns
ucce
ssfu
l
9
Pers
pect
ives
: Mul
tiple
, Bal
ance
d, a
nd I
nclu
sive
i.e.,
does
it o
ffer
pos
itive
yet
rea
listic
situ
atio
ns o
r co
rrec
t dis
tor-
tions
or
omis
sion
s of
sig
nifi
cant
cul
tura
l or
hist
oric
al in
form
atio
n?
Ver
y Su
cces
sful
II4
68
Uns
ucce
ssfu
l
910
Self
-Est
eem
: Rei
nfor
cem
ent o
f Po
sitiv
e Im
pact
on
Rea
der
i.e.,
does
it p
rovi
de f
or a
dis
cuss
ion
of s
elf-
este
em o
f st
uden
ts f
rom
both
insi
de a
nd o
utsi
de th
e cu
ltura
l gro
up(s
) in
volv
ed?
Ver
y Su
cces
sful
Uns
ucce
ssfu
l
46
89
10
Glo
bal P
ersp
ectiv
e:Se
eing
the
Wor
ld a
s an
Int
erde
pend
ent
Syst
emi.e
., do
es it
dev
elop
con
stru
ctiv
e at
titud
es to
war
d co
nflic
t, am
bigu
-ity
and
cha
nge?
Ver
y Su
cces
sful
El
4
Uns
ucce
ssfu
l
10
Mul
ticul
tura
l Aw
aren
ess:
Und
erst
andi
ng P
reju
dice
and
Big
otry
i.e.,
docs
it a
ckno
wle
dge
the
deva
stat
ing
effe
ct o
f in
equa
lity
and
offe
r so
lutio
ns a
nd u
nder
stan
ding
?
Ver
y Su
cces
sful
Fl
46
PA
8
Uns
ucce
ssfu
l
910
Ada
pted
by
Ngo
c-D
iep
thi N
guye
n an
d Jo
hn M
. Kib
ler
from
Mul
ticul
tura
lLi
tera
ture
for
Chi
ldre
n: M
akin
g In
form
ed C
hoic
esby
R. S
. Bis
hop
(199
2);
Tow
ard
Coo
pera
tion
and
Inte
grat
ion,
page
65,
For
eign
Lan
guag
e an
d In
ter-
natio
nal S
tudi
es, N
ew Y
ork
Stat
e D
epar
tmen
t of
Edu
catio
n, a
nd S
kil/D
evel
-op
men
tin
Ele
men
tary
Soc
ial S
tudi
esby
Bar
bara
J. W
inst
on a
nd C
harl
otte
C.
And
erso
n (1
977)
.
21
258
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
them
e fo
r L
atin
o w
rite
rs o
f bo
th f
ictio
n an
d no
nfic
tion
fora
ll ag
es, w
ith th
e
mig
rant
wor
ker
and
his
life
expe
rien
ces
bein
g a
new
and
wel
com
e ad
ditio
n,
mos
tly in
non
fict
ion.
The
bor
der
is f
act a
nd m
etap
hor
for
man
y L
atin
ow
rite
rs, s
ervi
ng a
s an
imag
e of
the
bord
ers
of p
lace
, lan
guag
e, f
amily
, and
mem
ory
and
of th
e
indi
vidu
al b
etw
een
two
wor
lds
(Roc
hman
, 199
3).
The
you
ng a
dult
mar
ket,
how
ever
, con
tinue
s to
be
defi
cien
t in
mos
t
Lat
ino
them
es.
Unt
il re
cent
ly, l
ittle
was
pub
lishe
d in
Eng
lish.
I ha
ve
atte
mpt
ed to
incl
ude
in a
n an
nota
ted
bibl
iogr
aphy
som
ego
od n
onfi
ctio
n,
espe
cial
ly in
pho
to-e
ssay
for
m, a
bout
new
imm
igra
nts
inur
ban
and
rura
l
plac
es a
nd th
e sc
ope
of m
igra
nt w
orke
rs, f
ocus
ing
as m
uch
aspo
ssib
le o
n
the
expe
rien
ces
of M
exic
ans
and
Mex
ican
Am
eric
ans.
With
the
nota
ble
exce
ptio
n of
Gar
y So
to a
nd a
few
oth
ers,
you
ng a
dult
fict
ion
is li
mite
d to
the
adap
tatio
n an
d us
age
of a
dult
nove
ls.
An
exce
llent
cha
pter
ent
itled
"Id
eas
a L
itera
ture
Can
Gro
w o
n: K
eyIn
sigh
ts f
or E
nric
hing
and
Exp
andi
ng C
hild
ren'
s L
itera
ture
Abo
ut th
e
Mex
ican
Am
eric
an E
xper
ienc
e" (
Bar
rera
, Lig
uori
, & S
alas
,19
92)
is p
er-
haps
the
best
res
ourc
e to
be
foun
d on
the
topi
c. T
he c
hapt
er a
sser
tsth
at th
e
Mex
ican
Am
eric
an e
xper
ienc
e sh
ares
bot
h un
iver
sally
hum
an, a
sw
ell a
s
uniq
uely
per
sona
l and
dis
tinct
ive
qual
ities
, and
pro
vide
s an
outli
ne o
f th
e
basi
c un
ders
tand
ings
that
an
educ
ator
nee
ds to
util
ize
reso
urce
sof
this
genr
e ef
fect
ivel
y.T
he a
nnot
ated
bib
liogr
aphy
that
fol
low
s th
is c
hapt
er id
entif
ies
reso
urce
sfo
r th
ree
grou
ping
s of
gra
de le
vels
, as
wel
l as
furt
her
reso
urce
sin
poe
try;
entr
ies
with
in e
ach
sect
ion
are
orga
nize
d al
phab
etic
ally
by
auth
or.
Rec
om-
men
datio
ns a
nd o
pini
ons
expr
esse
d w
ithin
the
bibl
iogr
aphy
are
sol
ely
my
own.
Pub
lishe
d re
com
men
datio
ns o
fR
udin
e Si
ms
Bis
hop
and
the
Mul
ti-
cultu
ral B
ook
list C
omm
ittee
(19
94);
Ros
alin
da B
. Bar
rera
, Olg
aL
iguo
ri
and
Lor
etta
Sal
as (
1992
); H
azel
Roc
hman
(19
93);
Mas
ha K
abak
owR
udm
an
(199
3), N
goc-
Die
p th
i Ngu
yen
(199
3), a
nd O
ralia
Gar
za d
e C
orte
s(1
992)
,
as w
ell a
s re
com
men
datio
ns m
ade
in th
e bi
blio
grap
hy O
ur F
amili
es, O
urFr
iend
s, O
ur W
orld
(M
iller
-Lac
hman
, Ed.
) w
ere
used
ext
ensi
vely
as
agu
ide
in th
e se
arch
for
res
ourc
es to
ana
lyze
.in
add
itnn,
the
guid
ance
,en
cour
agem
ent,
and
advi
ce o
f Ju
dy K
wia
t, di
rect
or o
f th
e In
terA
mer
ica
Mid
wes
t Mul
tifun
ctio
nal R
esou
rce
Cen
ter,
pro
ved
inva
luab
le.
Dep
endi
ng o
n its
use
, a p
artic
ular
boo
k m
ay b
e ap
prop
riat
e ac
ross
vari
ous
grad
e le
vels
. Man
y bo
oks
that
you
nger
rea
ders
cou
ld n
ever
rcad
on
thei
r ow
n m
ay b
e re
ad to
them
and
util
ized
for
are
as o
f la
ngua
gele
arni
ng
and
rete
ntio
n.A
s an
Ang
lo e
duca
tor
deep
ly c
once
rned
abo
ut th
e ed
ucat
iona
l and
su
,tal
issu
es f
acin
g M
exic
an A
mer
ican
stu
dent
s an
d te
ache
rs in
Am
eric
a's
scho
ol,
I tu
rn in
con
clus
ion
to B
arre
ra, L
iguo
ri, a
nd S
alas
(19
92)
as a
way
toba
lanc
e m
y ou
tsid
er's
per
spec
tive
with
an
insi
der's
cla
rifi
catio
n:
JOH
N M
. KIB
LER
If li
tera
ture
is to
do
all t
he e
xtra
ordi
nary
thin
gs li
tera
ture
pro
fess
iona
are
pres
ently
say
ing
it ca
n do
, nam
ely
to e
mpo
wer
and
tran
sfor
hum
an m
inds
, the
n th
e pr
esen
t cor
pus
of c
hild
ren'
s lit
erat
ure
mus
t fit
be tr
ansf
orm
ed in
to a
lite
ratu
re th
at r
epre
sent
s al
l the
cul
tura
l div
ersi
in th
is c
ount
ry. I
f no
t, th
en li
tera
ture
will
be
empo
wer
ing
only
inse
lect
ive
way
, mor
e fo
r ch
ildre
n fr
om s
ome
cultu
ral g
roup
s tin
othe
rs. G
iven
that
a 'n
ew w
orld
' and
'new
Am
eric
a' a
re u
nfol
dit
befo
re o
ur e
yes,
it m
akes
sen
se th
at a
new
lite
ratu
re f
or c
hild
ren,
ot
grou
nded
in h
uman
div
ersi
ty a
nd h
uman
und
erst
andi
ng, b
e pr
omot
i(p
. 236
). Ann
otat
ed B
iblio
grap
hy o
f Res
ourc
es fo
rS
tude
nts
and
Tea
cher
s
Pre
Sch
ool-G
rade
3A
da, A
lma
Flor
. (19
91).
The
Gol
d C
oin
Non
eda
de o
ro].
New
Ath
eneu
m.
Illu
stra
ted
by N
eil W
aldm
an. T
rans
late
d fr
om th
e Sp
anis
h by
Be
Ran
dall.
The
tena
city
of
a ki
nd o
ld w
oman
tran
sfor
ms
a th
ief
ire
spon
sibl
e m
an.
Bro
wn,
Tri
cia.
(19
86).
Hel
lo A
mig
os. N
ew Y
ork:
Hol
t.Ph
otog
raph
s by
Fra
n O
rtiz
. A y
oung
Mex
ican
Am
eric
an b
oy ir
Fran
cisc
o in
trod
uces
the
read
er to
his
fam
ily, h
is c
omm
unity
, an
cultu
re o
n th
e oc
casi
on o
f hi
s bi
rthd
ay.
Bun
ting,
Eve
. (19
90).
The
Wal
l. N
ew Y
ork:
Cla
rion
Boo
ks.
Illu
stra
ted
by R
onal
d H
imle
r. A
199
1 A
LA
Not
able
Boo
k an
d a
Not
able
Chi
ldre
n's
Tra
de B
ook
in th
e Fi
eld
of S
ocia
l Stu
dies
poig
nant
pic
ture
boo
k sh
ares
the
stor
y of
a y
oung
Lat
ino
boy
anfa
ther
as
they
vis
it th
e V
ietn
am V
eter
an's
Mem
oria
l in
Was
hing
ton
Cis
nero
s, S
andr
a. (
1994
). H
airs
= P
elito
s. N
ew Y
ork:
Kno
pf.
Illu
stra
ted
by T
erry
Ybi
fiez
. A v
igne
tte f
rom
the
auth
or's
bes
t-s4
adul
t nov
el, T
he H
ouse
on
Man
go S
tree
t, th
is b
iling
ual s
tory
look
sdi
vers
ity o
f ha
ir in
a lo
ving
fam
ily.
Del
acre
, Lul
u. (
1989
). A
rroz
Con
Lec
he. B
erge
nfie
ld, N
J: S
chol
asA
bili
ngua
l col
lect
ion
of L
atin
Am
eric
an s
ongs
and
cha
nts
on v
ath
emes
.
Dor
ros,
Art
hur.
(19
91).
Abu
ela.
New
Yor
k: D
utto
n C
hild
ren'
s B
OI
Als
o av
aila
ble
in S
pani
sh. I
llust
rate
d by
Elis
a K
leve
n.A
199
2 A
LA
Not
able
Chi
ldre
n's
Boo
k an
d 19
91 N
otab
le C
hilc
Boo
k in
the
Fiel
d of
Soc
ial S
tudi
es, t
his
mar
velo
us s
tory
, whi
ch f
etco
llage
art
wor
k, d
epic
ts th
e im
agin
ed f
light
of
a yo
ung
girl
an
4,gr
andm
othe
r ov
er N
ew o
rk C
ity.
260
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
Gar
cia,
Mar
fa.
(198
7).
The
Adv
entu
res
of C
onni
e an
d D
iego
= L
asav
entu
ras
de C
onni
e y
Die
go. R
ev. e
d. S
an F
ranc
isco
, CA
: Chi
ldre
n's
Boo
k Pr
ess.
Tra
nsla
ted
into
Spa
nish
by
Alm
a Fl
or A
da. I
llust
rate
d by
Mal
aqui
asM
onto
ya. I
llust
rate
d by
a n
oted
Cal
ifor
nia
mur
alis
t, th
is m
oder
n bi
lin-
gual
fai
ry ta
le e
xplo
res
the
impo
rtan
t rol
e th
at s
elf-
acce
ptan
ce p
lays
for
two
child
ren
deal
ing
with
pre
judi
ce a
nd b
igot
ry.
Hav
ill, J
uani
ta. (
1992
). T
reas
ure
Nap
. Bos
ton,
MA
: Hou
ghto
n M
iffl
in.
Illu
stra
ted
by E
livia
Sav
adie
r. A
nap
sto
ry tu
rns
into
an
expl
orat
ion
offa
mily
fol
klor
e fo
r a
youn
g M
exic
an A
mer
ican
gir
l as
she
expl
ores
the
trea
sure
s of
her
gre
at-g
reat
-gra
ndm
othe
r's tr
unk.
Lom
as G
arza
, Car
men
, as
told
to H
arri
et R
ohm
er. (
1990
). F
amily
Pic
ture
s=
Cua
dros
de
fam
ilia.
San
Fra
ncis
co, C
A: C
hild
ren'
s B
ook
Pres
s.T
rans
late
d in
to S
pani
sh b
y R
osal
ma
Zub
izar
reta
. A m
arve
lous
intr
oduc
-tio
n to
one
of
Am
eric
a's
fine
st M
exic
an A
mer
ican
art
ists
, thi
s bi
lingu
albo
ok r
efle
cts
the
child
hood
mem
orie
s of
the
artis
t in
a ru
ral S
outh
Tex
asse
tting
.
Mor
a, P
at. (
1992
). A
Bir
thda
y B
aske
t for
Ma.
New
Yor
k: M
acm
illan
.Il
lust
rate
d by
Cec
ily L
ang.
A b
eaut
iful
ly il
lust
rate
d st
ory
of h
ow a
youn
g M
exic
an A
mer
ican
gir
l and
her
cat
sur
pris
e he
r 90
-yea
r-ol
d gr
eat-
aunt
on
her
birt
hday
. Als
o of
not
e by
this
aut
hor
is T
omas
and
the
Lib
rary
Lad
y (K
nopf
) an
d Pa
blo'
s T
ree
(Mac
mill
an).
Mos
t, B
erna
rd. (
1990
). T
he C
ow T
hat W
ent O
ink.
San
Die
go: H
arco
urt
Bra
ce J
ovan
ovic
h.O
ne o
f m
y fa
vori
tes,
this
sto
ry lo
oks
at tw
o an
imal
s w
ho s
trug
gle
with
the
proc
ess
of b
ecom
ing
bilin
gual
.
Roc
, Eile
en. (
1991
). C
on M
i Her
man
o =
With
My
Bro
ther
. New
Yor
k:B
radb
ury
Pres
s.Il
lust
rate
d by
Rob
ert C
asill
a.Sp
anis
h tr
ansl
atio
n by
Jo
Min
tzer
. Abi
lingu
al s
tory
of
the
war
m a
nd c
arin
g re
latio
nshi
p be
twee
n tw
o L
atin
obr
othe
rs.
Scho
berl
e, C
ecile
. (19
90).
Esm
eral
da a
nd th
e Pe
t Par
ade.
New
Yor
k:Si
mon
and
Sch
uste
r B
ooks
for
You
ng R
eade
rs.
A g
ood
and
unus
ually
illu
stra
ted
stor
y of
a g
roup
of
Mex
ican
Am
eric
anch
:ldre
n an
d th
eir
goat
, Ess
ie, a
nd th
e ad
vent
ures
they
hav
e at
the
Sant
eFe
Pet
Par
adc.
Stan
ek, M
urie
l. (1
989)
. I S
peak
Eng
lish
for
My
Mom
. Nile
s, I
L: A
lber
tW
hitm
an.
Illu
stra
ted
by J
udith
Fri
edm
an. A
str
ong
and
evoc
ativ
e ta
le o
f th
e ro
lean
d re
spon
sibi
litie
s of
a y
oung
Mex
ican
Am
eric
an g
irl w
ho s
erve
s as
tran
slat
or f
or h
er w
idow
ed m
othe
r.
Stev
ens,
Jan
Rom
ero.
(19
93).
Car
los
and
the
Squa
sh P
lant
= C
arlo
s y
la
2L1
plan
ta d
e ca
laba
za. F
lags
taff
, AZ
: Nor
thla
nd P
ublis
hing
.Il
lust
rate
d by
Jea
nne
Arn
old.
A w
onde
rful
sto
ry o
f a
youn
g M
exic
an
JOH
N M
. KIB
LER
261
Am
eric
an b
oy w
ho li
ves
on a
far
m w
ith h
is lo
ving
fam
ily a
nd d
isco
vers
wha
t can
hap
pen
whe
n yo
u re
fuse
to w
ash
behi
nd y
our
ears
.
Wei
ss, N
icki
. (19
92).
On
a H
ot, H
ot D
ay. N
ew Y
ork:
Put
nam
's.
Sim
ple
illus
trat
ions
and
rep
eate
d rh
ymes
dep
ict w
hat a
you
ng b
oy a
ndhi
s m
om d
o in
ord
er to
sta
y co
ol o
n a
hot d
ay.
Gra
des
4 -
7A
shab
rann
er, B
rent
K. (
1987
). T
he V
anis
hing
Bor
der:
A P
hoto
grap
hic
Jour
ney
Alo
ng O
ur F
ront
ier
with
Mex
ico.
New
Yor
k: D
odd,
Mea
d.Ph
otog
raph
s by
Pau
l Con
klin
. Nar
rativ
e, in
terv
iew
s, a
nd p
hoto
grap
hspo
rtra
y th
e ci
ties,
tow
ns, a
nd c
itize
ns o
f th
e T
exas
-Mex
ico
bord
er.
Bea
tty, P
atri
cia.
(19
81).
Lup
ita M
aiia
na. N
ew Y
ork:
Mor
row
.T
he h
arro
win
g st
ory
of tw
o un
docu
men
ted
Mex
ican
chi
ldre
n w
ho, i
n an
atte
mpt
to s
uppl
emen
t the
ir s
ingl
e m
othe
r's in
com
e, e
xper
ienc
e th
eda
nger
s, te
mpt
atio
ns, a
nd p
ainf
ul r
ealit
ies
of li
fe in
the
Uni
ted
Stat
es.
Bet
hanc
ourt
, T. E
rnes
to.
(198
5).
The
Me
Insi
de o
f M
e. M
inne
apol
is:
Ler
ner
Publ
icat
ions
.A
pos
itive
and
aff
irm
ing
stor
y of
a 1
7-ye
ar-o
ld L
atin
o ad
oles
cent
who
expl
ores
soc
ial p
ress
ures
, cla
ss, a
nd s
elf-
iden
tity
as h
e m
ust a
djus
tqu
ickl
y to
sud
den
wea
lth a
nd w
hat i
t can
do
to o
ne's
life
.
Car
lstr
om, N
ancy
Whi
te. (
1990
). L
ight
: Sto
ries
of
a Sm
all K
indn
ess.
Bos
ton:
Litt
le B
row
n.Il
lust
rate
d by
Lis
a D
esim
ini.
A c
olle
ctio
n of
sto
ries
set
in d
iffe
rent
cultu
res
(inc
ludi
ng M
exic
an c
ultu
re)
expl
ores
uni
vers
al th
emes
thro
ugh
smal
l kin
dnes
ses
and
mys
tical
eve
nts.
Cod
ye, C
orin
n.(1
990)
.V
ilma
Mar
tinez
.R
aint
ree
His
pani
c St
orie
s.M
ilwau
kee:
Rai
ntre
e Pu
blis
hers
.T
rans
late
d in
to S
pani
sh b
y A
lma
Flor
Ada
. Illu
stra
ted
by S
usi K
ilgor
e.T
his
insp
irat
iona
l bili
ngua
l sto
ry lo
oks
at th
e lif
e of
a f
emal
e M
exic
anA
mer
ican
law
yer
and
serv
es a
s a
test
amen
t to
sim
ilar
stor
ies
in M
exic
anA
mer
ican
his
tory
.
Hew
ett,
Joan
. (19
89).
Get
ting
Ele
cted
: The
Dia
ry o
f a
Cam
paig
n. N
ewY
ork:
Lod
esta
r B
ooks
.Ph
otog
raph
s by
Ric
hard
Hew
ett.
Thi
s m
arve
lous
pho
to e
ssay
look
s at
the
cam
paig
n of
Glo
ria
Mol
ina,
the
firs
t Chi
cana
ele
cted
to th
e C
alif
or-
nia
Ass
embl
y.
Hew
ett,
Joan
. (19
90).
Hec
tor
Liv
es in
the
Uni
ted
Stat
es N
ow: T
he S
tory
of
a M
exic
an A
mer
ican
Chi
ld. N
ew Y
ork:
Lip
pinc
ott.
Phot
ogra
phs
by R
icha
rd H
ewet
t. A
noth
er s
tron
g ph
oto
essa
y by
the
Hew
etts
look
s at
the
daily
life
of
a 10
-yea
r-ol
d M
cxic
an A
mer
ican
and
his
fam
ily in
a r
esid
entia
l are
a of
Los
Ang
eles
.
Hug
hes,
Shi
rley
.(1
991)
.W
heel
s: A
Tal
e of
Tro
tter
Stre
et.
Lon
don:
Wal
ker.
25
262
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
A f
amily
sto
ry f
ocus
ed o
n a
Lat
ino
boy'
s ho
pe f
or a
new
bik
e an
d a
brot
her's
gen
eros
ity.
Kru
ll, K
athl
een.
(19
94).
Mar
ia M
olin
a an
d th
e D
ays
of th
e D
ead.
New
Yor
k: M
acm
illan
.Il
lust
rate
d by
Enr
ique
0. S
anch
ez. A
str
ong
and
easi
ly u
nder
stoo
dex
plan
atio
n an
d ex
peri
ence
of
a fa
mily
's p
artic
ipat
ion
in th
e D
ays
of th
eD
ead
cele
brat
ion.
Maz
zio,
Joa
nn. (
1992
). T
he O
ne W
ho C
ame
Bac
k. B
osto
n: H
ough
ton
Mif
flin
.A
199
3 R
ecom
men
ded
Boo
k fo
r R
eluc
tant
You
ng A
dult
Rea
ders
, thi
sre
alis
tic c
omin
g-of
-age
nov
el e
xplo
res
inte
rrac
ial f
rien
dshi
p, f
amili
alre
latio
nshi
ps, a
nd b
igot
ry d
irec
ted
tow
ard
Mex
ican
Am
eric
ans.
Rob
erts
, Nau
rice
. (19
86).
Ces
ar C
have
z an
d L
a C
ausa
. Pic
ture
-Sto
ryB
iogr
aphi
es. C
hica
go: C
hild
ren'
s Pr
ess.
A s
impl
ifie
d bu
t mov
ing
biog
raph
y of
an
impo
rtan
t Mex
ican
Am
eric
anw
ho d
edic
ated
his
life
to h
elpi
ng f
arm
wor
kers
gai
n ri
ghts
and
res
pect
thro
ugh
the
Uni
ted
Farm
Wor
kers
of
Am
eric
a. O
ther
bio
grap
hies
of
note
in th
is s
erie
s ar
e th
ose
on E
vere
tt A
lvar
ez, J
r., E
vely
n C
isne
ros,
and
Hen
ry C
isne
ros.
Soto
, Gar
y. (
1987
). T
he C
at's
Meo
w. S
an F
ranc
isco
, CA
: Str
awbe
rry
Hill
Pres
s.Il
lust
rate
d by
Car
olyn
Sot
o. T
he n
oLA
Chi
cano
poe
t and
nov
elis
t's f
irst
book
for
you
nger
chi
ldre
n ex
plor
es th
e na
ture
of
com
mun
icat
ion
thro
ugh
the
devi
ce o
f a
girl
's c
at w
ho p
osse
sses
the
uniq
ue a
bilit
y to
spe
ak a
fore
ign
lang
uage
Span
ish.
Taf
olla
, Car
men
. Pat
chw
ork
Col
cha:
A C
hild
ren'
s C
olle
ctio
n.A
col
lect
ion
of p
oem
s, s
tori
es, a
nd s
ongs
in S
pani
sh a
nd E
nglis
h by
this
Chi
cana
poe
t and
bili
ngua
l chi
ldre
n's
tele
visi
on w
rite
r. A
fur
ther
colle
ctio
n of
her
wor
k th
at in
clud
es s
ome
of th
e st
orie
s fr
om a
bove
, but
also
poe
try,
is th
e ch
ildre
n's
chap
ter
in S
onne
ts to
Hum
an B
eing
s an
dO
ther
Sel
ecte
d W
orks
by
Car
men
Taf
olla
: A C
ritic
al E
ditio
n. (
Sant
aM
onic
a Pr
ess)
.
Tay
lor,
The
odor
e. (
1986
). T
he M
aldo
nado
Mir
acle
. New
Yor
k: A
von
Boo
ks.
The
eng
ross
ing
and
harr
owin
g st
ory
of a
mot
herl
ess
12-y
ear-
old
Mex
i-ca
n yo
uth
who
ven
ture
s no
rth
to th
e U
nite
d St
ates
in s
earc
h of
his
mig
rant
wor
ker
fath
er.
Ulib
arri
, Sab
ine.
(19
82).
Pup
urup
u: C
uent
os d
e N
iiios
lChi
ldre
n's
Stor
ies.
Ber
kele
y, C
A: Q
uint
o So
l.E
leve
n va
ried
sho
rt s
tori
es in
bot
h Sp
anis
h an
d E
nglis
h fo
r ol
der
el-
emen
tary
rea
ders
.
06
JOH
N M
. KIB
LER
263
Gra
des
8 -
Adu
ltA
naya
, Rud
olfo
A.,
& M
arqu
ez, A
nton
io.
(Eds
.).
(198
4).
Cue
ntos
Chi
cano
s: A
Sho
rt S
tory
Ant
holo
gy. R
ev. e
d. A
lbuq
uerq
ue: N
ewA
mer
ica,
Uni
vers
ity o
f N
ew M
exic
o Pr
ess.
A s
tron
g an
d ba
lanc
ed a
ntho
logy
of
cont
empo
rary
sho
rt f
ictio
n by
suc
hpr
omin
ent a
utho
rs a
s R
udol
fo A
naya
, Ron
Ari
as, D
enis
e C
have
z, a
ndA
lber
to R
ios.
Ana
ya, R
udol
fo. (
1972
). B
less
Me
Ulti
ma.
New
Yor
k: W
arne
r B
ooks
.A
naya
is th
e re
cipi
ent o
f th
e Pr
emio
Qui
nto
Sol (
natio
nal l
itera
ry a
war
dfo
r be
st w
ritte
n w
ork
by a
Mex
ican
Am
eric
an),
and
in th
is n
ovel
for
olde
r re
ader
s he
exp
lore
s a
youn
g bo
y's
expe
rien
ces
and
feel
ings
as
hew
atch
es a
com
mun
ity a
ccus
e th
e lo
cal c
uran
dera
(fa
ith h
eale
r), w
holiv
es w
ith h
is f
amily
, of
witc
hcra
ft. A
lso
reco
mm
ende
d is
his
mor
ere
cent
The
Far
olito
s of
Chr
istm
as: A
New
Mex
ico
Chr
istm
as.
Ari
as, R
on. (
1987
). T
he R
oad
to T
amaz
unch
ale.
(3r
d ed
.). T
empe
, AZ
:B
iling
ual P
ress
.Il
lust
rate
d by
Jos
e A
nton
io B
urci
aga.
Nom
inat
ed f
or th
e N
atio
nal B
ook
Aw
ard,
this
nov
el m
ixes
fan
tasy
and
rea
lity
as th
e dr
eam
s an
d im
agin
a-tio
n of
the
cent
ral c
hara
cter
pro
vide
com
men
tary
on
vari
ous
issu
es in
cont
empo
rary
soc
iety
.
Bar
rio,
Ray
mon
d. (
1985
). T
he P
lum
Plu
m P
icke
rs. B
ingh
amto
n, N
Y:
Bili
ngua
l Pre
ss.
A b
eaut
iful
nov
el a
bout
a M
exic
an A
mer
ican
fam
ily o
f m
igra
nt w
orke
rsin
the
fiel
ds o
f C
alif
orni
a.
Bod
e, J
anet
. (19
89).
New
Kid
s on
the
Blo
ck: O
ral H
isto
ries
of
Imm
igra
ntT
eens
. New
Yor
k: F
rank
lin W
atts
.T
he a
nxie
ties
of e
nter
ing
the
Uni
ted
Stat
es il
lega
lly a
nd th
e fe
ars
ofde
port
atio
n ar
e de
pict
ed b
y th
e M
exic
an e
ntry
in th
is c
olle
ctio
n of
test
imon
ies
of 1
1 re
cent
imm
igra
nt te
enag
ers.
Car
lson
, Lor
i M.,
& V
entu
ra, C
ynth
ia L
. (E
ds.)
. (19
90).
Whe
re A
ngel
sG
lide
at D
awn:
New
Sto
ries
Fro
m L
atin
Am
eric
a. N
ew Y
ork:
J. B
.L
ippi
ncot
t.Il
lust
rate
d by
Jos
e O
rteg
a. I
ntro
duct
ion
by I
sabe
l Alle
nde.
Tra
nsla
ted
by th
e ed
itors
, thi
s ex
celle
nt a
ntho
logy
fea
ture
s M
exic
an w
rite
r Jo
rge
Ibar
quen
goiti
a an
d ni
ne o
ther
s ex
plor
ing
vary
ing
them
es a
cros
s m
any
cultu
res
in N
orth
, Cen
tral
, and
Sou
th A
mer
ica.
Cis
nero
s, S
andr
a.(1
991)
.T
he H
ouse
on
Man
go S
tree
t.N
ew Y
ork:
Vin
tage
Boo
ks. (
Als
o in
Spa
nish
: La
casa
en
Man
go S
tree
t.)T
his
shor
t sto
ry c
olle
ctio
n ch
roni
cles
the
colle
ctiv
e cu
ltura
l exp
erie
nce
of th
e au
thor
's c
hild
hood
in th
e ur
ban
barr
ios
of C
hica
go.
Cor
pi, L
ucha
. (19
89).
Del
ia's
Son
g. H
oust
on. T
X: A
rte
PCib
lico
Pres
s.A
n im
port
ant v
oice
in M
exic
an A
mcr
ican
fic
tion,
this
nov
el e
xplo
res
the
Chi
cana
per
spec
tive
thro
ugh
the
fem
ale
prot
agon
ist's
jour
ney
to s
elf-
disc
over
y.
27
264
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
Fern
inde
z, R
ober
ta. (
1990
). I
ntag
lio: A
Nov
el in
Six
Sto
ries
. Hou
ston
,T
X: A
rte
Pfib
lico
Pres
s.T
his
sens
itive
nov
el is
for
med
aro
und
the
stor
ies
of s
ix d
iver
se a
ndm
ultid
imen
sion
al M
exic
an A
mer
ican
wom
en g
row
ing
up a
nd li
ving
alon
g th
e R
io G
rand
e.
Gal
arza
, Ern
esto
. (19
71).
Bar
rio
Boy
. Not
re D
ame,
IN
: Uni
vers
ity o
fN
otre
Dam
e Pr
ess.
Thi
s cl
assi
c st
udy
expl
ores
an
imm
igra
nt f
amily
's v
oyag
e fr
om .t
heir
mou
ntai
n vi
llage
in M
exic
o to
thei
r ho
me
in a
nor
ther
n C
alif
orni
a ba
rrio
.
Her
nánd
ez, I
rene
Be
Itrá
n. (
1989
). A
cros
s th
e G
reat
Riv
er. H
oust
on, T
X:
Art
e Pt
iblic
o Pr
ess.
A h
arro
win
g, r
ealis
tic, a
nd o
ften
vio
lent
sto
ry f
rom
a y
oung
gir
l'spe
rspe
ctiv
e of
the
expe
rien
ces
endu
red
by a
Mex
ican
imm
igra
nt f
amily
in th
eir
jour
ney
acro
ss th
e R
io G
rand
e.
Pare
des,
Am
éric
o. (
1990
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eorg
e W
ashi
ngto
n G
6mez
: A M
exic
otex
anN
ovel
. Hou
ston
, TX
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e Pd
blic
o Pr
ess.
Ori
gina
lly w
ritte
n in
the
1930
s an
d no
min
ated
for
the
Am
eric
an B
ook
Aw
ard
in 1
990,
this
nov
el c
hron
icle
s th
e hi
stor
y of
a f
amily
livi
ng a
long
the
Tex
as-M
exic
o bo
rder
.
Reb
olle
do, D
iane
, Gon
zale
s-B
erry
, Erl
inda
, & M
arqu
ez, T
eres
a. (
Eds
.).
(198
8). L
as M
ujer
es. A
lbuq
uerq
ue, N
M: E
l Nor
m P
ublic
atio
ns.
An
exce
llent
col
lect
ion
of th
e be
st w
ritin
g by
Mex
ican
Am
eric
an w
omen
auth
ors,
del
inea
ted
by v
ario
us to
pics
.
Riv
era,
Ton
uis.
(19
87).
Y n
o se
lo tr
ag6
la ti
erra
= A
nd th
e E
arth
Did
Not
Dev
our
Him
. Hou
ston
, TX
: Art
Péb
lico
Pres
s.B
iling
ual e
d.E
nglis
h tr
ansl
atio
n by
Eva
ngel
inal
Thi
scl
assi
c of
Chi
cano
lite
ratu
re p
ortr
ays
the
hars
h, v
iole
nt, a
nd n
ight
mar
ish
lives
of
Mex
ican
mig
rant
far
mw
orke
rs.
Rio
s, A
lber
to A
lvar
o. (
1984
). T
he I
guan
a K
iller
: Tw
elve
Sto
ries
of
the
Hea
rt. L
ewis
ton,
ID
: Blu
e M
oon
and
Con
flue
nce
Pres
s.A
sho
rt s
tory
col
lect
ion
that
rev
eals
thro
ugh
pers
onal
and
intim
ate
perc
eptio
ns th
e ex
peri
ence
s of
the
Mex
ican
Am
eric
an im
mig
rant
.
Rod
rigu
ez, R
icha
rd.
(198
2).
Hun
ger
of M
emor
y:T
he E
duca
tion
ofR
icha
rd R
odri
guez
. Bos
ton:
D. R
. God
ine.
Thi
s co
ntro
vers
ial a
utob
iogr
aphy
chr
onic
les
the
life
of th
e au
thor
gro
w-
ing
up in
the
barr
ios
of S
acra
men
to.
Soto
, Gar
y.(1
990)
. Bas
ebal
l in
Apr
il an
d O
ther
Sto
ries
.Sa
n D
iego
:H
arco
urt B
race
Jov
anov
ich.
A w
onde
rful
col
lect
ion
of s
hort
sto
ries
abo
ut th
e liv
es o
f yo
ung
Lat
inos
in C
alif
orni
a by
one
of
our
fine
st w
rite
rs o
f yo
ung
adul
t fic
tion.
Soto
, Gar
y. L
ivin
g U
p th
e St
reet
: Nar
rativ
e R
ecol
lect
ions
. (19
85).
San
Q(,
Fran
cisc
o, C
A: S
traw
berr
y H
ill P
ress
.W
inne
r of
the
1985
Am
eric
an B
ook
Aw
ard,
this
fin
e co
llect
ion
of s
hort
JOH
N M
. KIB
LER
265
stor
ies
poet
ical
ly r
elat
es th
e ex
peri
ence
s co
mm
on to
ado
lesc
ents
gro
w-
ing
up in
a M
exic
an A
mer
ican
bar
rio.
Soto
, Gar
y.(1
992)
.Pa
cifi
c C
ross
ing.
San
Die
go:
Har
cour
t Bra
ceJo
vano
vich
.T
wo
Mex
ican
Am
eric
an b
oys
expe
rien
ce a
six
-wee
k st
uden
t exc
hang
epr
ogra
m in
Jap
an a
nd d
isco
ver
new
thin
gs a
bout
thei
r ho
sts
and
them
-se
lves
.
Soto
, Gar
y. (
1991
). T
akin
g Si
des.
San
Die
go: H
arco
urt B
race
Jov
anov
ich.
A r
ealis
tic a
nd m
ovin
g no
vel c
once
rnin
g a
Mex
ican
Am
eric
an e
ight
h-gr
ader
who
mus
t con
fron
t fam
ily a
nd s
ocia
l iss
ues
alik
e w
hen
he a
nd h
ism
othe
r m
ove
from
an
urba
n ba
rrio
to a
Whi
te s
ubur
b.
Tho
mas
, Joy
ce C
arol
, (E
d.).
(199
0). A
Gat
heri
ng o
f Fl
ower
s: S
tori
esA
bout
Bei
ng Y
oung
in A
mer
ica.
New
Yor
k: H
arpe
r &
Row
.G
ary
Soto
is f
eatu
red
in th
is h
igh-
qual
ity s
hort
sto
ry c
olle
ctio
n ab
out t
hech
ildho
od a
nd a
dole
scen
t exp
erie
nces
of
vari
ous
auth
ors
in p
artic
ular
ethn
ic c
omm
uniti
es in
the
Uni
ted
Stat
es.
Ulib
arri
, Sab
ine
R. (
1989
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l C6n
dor,
and
Oth
er S
tori
es. H
oust
on, T
X:
Art
e Pt
iblic
o Pr
ess.
A b
iling
ual c
olle
ctio
n of
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ter
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ytel
ler's
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kl6r
ic ta
les.
Vir
amon
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ena
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he M
oths
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tori
es. 2
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oust
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X: A
rte
Ptib
lico
Pres
s.T
his
colle
ctio
n of
sho
rt s
tori
es e
xplo
res
the
fem
inis
t per
spec
tive
inM
exic
an A
mer
ican
cul
ture
and
the
stru
ggle
s of
var
ious
fem
ale
char
ac-
ters
who
cha
lleng
e th
e cu
ltura
l exp
ecta
tions
of
trad
ition
al r
oles
.
Poe
try
Cat
acal
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84).
Aga
in f
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e Fi
rst T
ime.
San
te F
e, N
M:
Too
th o
f T
ime
Boo
ks.
The
fir
st c
olle
ctio
n by
this
exc
elle
nt M
exic
an A
mer
ican
poe
t off
ers
surp
risi
ngly
per
sona
l and
pro
voca
tive
view
s of
Mex
ican
Am
eric
an c
ul-
ture
.
Cer
vant
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orna
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81).
Em
plum
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Poe
try
Seri
es.
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rgh:
Uni
vers
ity o
f Pi
ttsbu
rgh
Pres
s.T
his
mar
velo
usly
acc
essi
ble
colle
ctio
n fo
cuse
s on
per
sona
l and
com
mu-
nity
cha
nge
in th
e ba
rrio
ove
r th
e la
st 2
5 ye
ars
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a w
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ersp
ec-
tive.
Mor
a, P
at. (
1991
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omm
unio
n. H
oust
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X: A
rte
Pübl
ico
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s.A
n ad
ult p
oetr
y co
llect
ion
by th
e no
ted
child
ren'
s au
thor
. Oth
er p
oetr
yco
llect
ions
by
this
poe
t are
Bor
ders
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85)
and
Cha
nts
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4), b
oth
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ishe
d by
Art
e Pt
iblic
o Pr
ess.
Rio
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ive
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scre
tions
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ook
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oem
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iver
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NY
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She
ep M
cado
w P
ress
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his
rich
col
lect
ion
of p
oetr
y ex
plor
es M
exic
an A
mer
ican
life
and
cultu
re c
lose
to th
e U
nite
d St
ates
-Mex
ico
bord
er.
29
266
LAT
INO
VO
ICE
S IN
CH
ILD
RE
N'S
LIT
ER
AT
UR
E
Salin
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Om
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d N
ewPo
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Hou
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Iblic
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ess.
Thi
s w
onde
rful
col
lect
ion
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ores
sel
ectio
ns f
rom
thro
ugho
ut th
e po
et's
liter
ary
care
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Soto
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1990
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Fir
e in
My
Han
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Boo
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Poe
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New
Yor
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hola
stic
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not
able
199
1 C
hild
ren'
s T
rade
Boo
k in
the
Fiel
d of
Soc
ial S
tudi
es,
this
boo
k of
21
poem
s re
flec
ts th
e au
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outh
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e Sa
n Jo
aqui
nV
alle
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Cal
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Soto
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eigh
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t Bra
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vano
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lust
rate
d by
Dav
id D
iaz.
A N
otab
le 1
992
Chi
ldre
n's
Tra
de B
ook
in th
eFi
eld
of S
ocia
l Stu
dies
, thi
s bo
ok o
f po
ems
brin
gs a
Mex
ican
Am
eric
anne
ighb
orho
od to
life
for
all
read
ers.
Ref
eren
ces
Acu
na, R
. (19
88).
Occ
upie
d A
mer
ica:
A h
isto
ry o
f C
hica
nos
(3rd
ed.
). N
ew Y
ork:
Har
per
& R
ow.
Bak
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. (19
93).
Fou
ndat
ions
of
bilin
gual
edu
catio
n an
d bi
lingu
alis
m. P
hila
delp
hia,
PA: M
ultil
ingu
al M
atte
rs, L
td.
Bar
rera
, R. B
. (19
92).
The
Mex
ican
Am
eric
an e
xper
ienc
e in
chi
ldre
n's
liter
atur
e: P
ast,
pres
ent a
r,' '
mir
e. O
rego
n E
nglis
h Jo
urna
l.B
arre
ra, R
. B.,
& L
iguo
ri. 0
., &
Sal
as, L
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92).
Ide
as a
lite
ratu
re c
an g
row
on:
Key
insi
ghts
for
enr
ichi
ng a
nd e
xpan
ding
chi
ldre
n's
liter
atur
e ab
out t
he M
exic
an A
mer
i-ca
n ex
peri
ence
. In
V. H
arri
s (E
d.),
Tea
chin
g m
ultic
ultu
ral l
itera
ture
in g
rade
s K
-8.
Nor
woo
d, M
A: C
hris
toph
er-G
ordo
n.B
isho
p, R
. S. (
1992
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ultic
ultu
ral l
itera
ture
for
chi
ldre
n: M
akin
g in
form
ed c
hoic
es.
In V
. Har
ris
(Ed.
), T
each
ing
mul
ticul
tura
l lite
ratu
re in
gra
des
K-8
. Nor
woo
d, M
A:
Chr
isto
pher
-Gor
don.
Bis
hop,
R. S
. (E
d.).
(19
94).
Kal
eido
scop
e: A
mul
ticul
tura
l boo
klis
t for
gra
des
K-8
.U
rban
a, I
L: N
atio
nal C
ounc
il of
Tea
cher
s of
Eng
lish
Publ
icat
ion.
Bol
ger,
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Cas
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., D
owne
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., &
Moo
reho
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M. (
1988
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evel
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ent i
nco
ntex
t:R
esea
rch
pers
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ives
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N. B
olge
r, A
. Cas
pi, G
. Dow
ney,
& M
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oorc
hous
e (E
ds.)
, Per
sons
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onte
xt: D
evel
opm
enta
l pro
cess
es (
pp. 1
-24)
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Yor
k: C
ambr
idge
Uni
vers
ity P
ress
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ronf
enbr
enne
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. (19
79),
Int
erac
ting
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ems
in h
uman
dev
elop
men
t. R
esea
rch
para
digm
s:Pr
esen
t and
fut
ure.
In N
. Bol
ger,
A. C
aspi
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owne
y, &
M.
Moo
rcho
use
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.).,
Pers
ons
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onte
xt: D
evel
opm
ent p
roce
sses
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. 25-
49).
New
Yor
k: C
ambr
idge
Uni
vers
ity P
ress
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loud
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Lite
racy
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sec
ond
lang
uage
acq
uisi
tion.
Key
note
add
ress
cond
ucte
d at
the
16th
ann
ual I
llino
is c
onfe
renc
e fo
r te
ache
rs o
f lin
guis
tical
ly a
ndcu
ltura
lly d
iver
se s
tude
nts.
Col
lier,
V. (
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