Comments on: Immigration Literature: Bridging Global Cultures for Classroom Communities

By: stacy shenefield

stacy shenefield — Thu, 19 Nov 2009 17:33:21 +0000

“Middle Eastern cultures and Asian cultures are underrepresented in our classroom selections of literature.”

This is so true. I have found it nearly impossible to find any literature concerning these cultures. What I have found is extremely limited and doesn’t offer varying perspectives or insights into different issues involving these two cultures. The link to the language book list was extremely helpful.

By: Robyn Dickinson

Robyn Dickinson — Mon, 16 Nov 2009 15:42:24 +0000

As a “global society”, it is now more important than ever for educators to offer as many diverse opportunities for student learning that will sustain this progress toward a more unified world community. Students need continually updated curriculum ( living informational sources) which incorporates more culturally diverse topics that are delivered in a less formal learning arena.This type environment for instructional delivery must also meet the learner’s desire to access information within a few “clicks” of a button! With that in mind, educational leaders must make a paradigm shift that reflects a more globally, technology-based vision for meeting the instructional needs of all types of learners. Kudos for contributing to this “vision” in this very well written and thoughtful piece!

By: Susan Hillebrandt

Susan Hillebrandt — Thu, 12 Nov 2009 16:36:38 +0000

With racial tensions running high at many of our schools, it is definitely imperative that we teach ethnically diverse texts. By creating a classroom that has buy-in from all students, the entire class will grow in understanding and tolerance. Teacher’s must go outside of the texts that they are used to, or that are typically available, to find works that reach out to the students. Great blog in this ethnically tumultuous time.

By: Patsy Sanchez

Patsy Sanchez — Wed, 04 Nov 2009 02:28:23 +0000

International literature is a good resource for engaging students in a classroom. Making them aware of the diverse cultures in today’s world is important as the gain information through authentic and well written literature. In addition, good authors tend to have authentic portrayal of the cultural representation, as well as keeping the text entertaining to increase transactional practices within the reader and the text…

By: Ragina Shearer

Ragina Shearer — Thu, 29 Oct 2009 20:07:06 +0000

Yes, I agree. Immigrant children, as all children, need to see themselves in a positive light in literature. In my experience, the immigrant children in our classrooms are withdrawn and afraid to mention their differences or any knowledge about their own cultures or lifestyles. When literature authentically portrays their lives, cultures, and experiences, I find students feel more comfortable and encouraged to share personal knowledge. When international and multicultural literature is shared, non-immigrant children become interested in engaging in conversation, asking questions, and learning about the lives and customs of their new friends. Thus, trusting and sharing relationships are built.
It is also important that teachers are careful to choose authentically correct literature, so that stereotypes are not reinforced, and immigrants are not offended by incorrect portrayals. Teachers should learn as much as possible about their individual students as well, in order to ensure the literature chosen will reflect their immigrant students in a positive, capable manner. The literature should focus on the strengths of the characters and celebrate the influences of culture empowering the student in the classroom and beyond.

By: Lois Ann Knezek

Lois Ann Knezek — Thu, 29 Oct 2009 18:19:29 +0000

I have found that my students responded with excitement when I used multicultural books in my English as a Second Language classroom. Many times, they could not or would not see the world outside their own private lives. When I would bring books in that reflected their own culture or the culture of others, it led to interesting discussions. I would read Grandfather’s Journey by Allen Say and my students would realize that they were not the only ones and the only culture to make a “journey” to a new and unfamiliar country. Since most of my ESL students were Hispanic, they especially liked reading stories that reflected the Hispanic culture. One of their favorite authors was Gary Soto – we read books such as Baseball in April and Too Many Tamales by him and several of his poetry volumes. They were initially not the most enthusiastic about poetry but grew to love it. That allowed me to introduce other Hispanic poets such as Pablo Neruda. Comparing and contrasting their poems and lifestyles was also very enlightening.

By: Janelle Mathis

Janelle Mathis — Thu, 29 Oct 2009 02:52:35 +0000

And as we share international books or ones that deal specifically with immigration, students can be a source of authenticity as they respond to and extend the insights that such literature offers!

By: Mary Amanda Stewart

Mary Amanda Stewart — Tue, 27 Oct 2009 15:20:32 +0000

I am very intrigued by your question: “And do we, as teachers, build on the international knowledge our immigrant students (or children and grandchildren of immigrants) bring into the classroom?”
In Texas, many of our students travel to Mexico for the summer or over winter vacation. Although that might seem common, we need to value our students’ international experiences. They are a wealth of linguistic and cultural knowledge that needs to be shared with others. All of our immigrant students have experiences that need to be valued by their schools, teachers, and classmates whether they are flying to Europe or driving south of the border.