by Julia López-Robertson & Lillian Reeves, University of South Carolina
Emergent bilinguals make up 8.2% of the total population of all children under the age of 18 in South Carolina. While there are many languages spoken by immigrant children in our schools, Spanish is the most widespread language spoken by 40,000 of all emergent bilinguals (http://www.migrationinformation.org/ellinfo/FactSheet_ELL3.pdf). The Latino population has been on a steady increase nationally and in South Carolina specifically the population growth has been staggering; as reported by the American Community Survey, the change in the Latino population in the state of South Carolina in the period between 2000-2009 was 115.5%; in 2000 the Latino population was 94,652 and in 2009 it was 203, 939
(http://pewhispanic.org/files/factsheets/hispanics2009/Table%2014.pdf). Yet, when I arrived at the University of South Carolina in 2006, I taught the first course that had anything to do with teaching emergent bilinguals (while the state of South Carolina uses the term English Language Learner to describe children who will learn English as an additional language, I prefer emergent bilinguals (see García & Kleifgen, 2010).
This semester I am teaching the second in a series of three courses focused on teaching emergent bilinguals; ESOL Curriculum Design and Materials Development. As part of the course I ask that students read young adult novels that tell the story of immigrant children to provide them with some understanding of the life of an immigrant child. Along with the YA novels students also read professional literature that provides them with background and/or classroom stories about the particular country, language, culture, or issue presented in the book. The professional reading In the contact zone: Code-switching strategies by Latino/a writers (Torres, 2007) is part of the cluster of metaphors that align with Return to Sender: “in the United States, the presence of large and small Latino/a communities across the country, increasing numbers of Latino/a immigrants, and the US/Mexican border means that code-switching in literature is not only metaphorical, but represents a reality where segments of the population are living between cultures and languages; literary language actualizes the discourse of the border and bilingual/bicultural communities” (p. 76).
Students create responses to the books that help them extend and possibly question their understanding of the issues raised in/by the books. The responses take a variety of forms; theoretical reflections where they link the YA novel to the professional readings, they may represent their responses artistically such as in graffiti board and they also participate in Blackboard discussions. It is my hope that these YA novels & discussions will give my students a glimpse into the lives of those that may be unfamiliar with and in turn help them create curriculum that includes the voices, experiences, and cultures of the children in their classrooms and also of children around the world.
Border Crossing
The very act of writing and/or drawing is a type of border crossing and indeed, the page (very similar to what Mari, the sixth grade character in Return to Sender, was doing when she was writing) becomes the space between what was thought before reading [Return to Sender] and what is understood after- the space belongs to no one, yet it has the potential, potency to inform many who are entering classrooms for the first time and others who have not crossed into this borderland.
The ways in which the students border-crossed included: one student engages with Mr. Bicknell’s scene at the town hall and questions her own moral code –“would I be able to make such a brave decision?” And really, this is exactly right — Mr. Bicknell and Señora Ramirez are whom teachers should be looking to for leadership.
Another student posited, “It was clear that Mr. Bicknell challenged his students to think critically about social inequities and the laws of our country. Ladson-Billings notes that ‘if school is about preparing students for active citizenship, what better citizenship tool than the ability to critically analyze the society?” (p. 162).
Others, however, went further into the world, the “fictive reality” that Alvarez creates, pulling some across the border quite intentionally. For instance, a student researched and bought a Santisima Muerte candle, interested because she, too, is Catholic, and though Saint Death is controversial in her religion, she now burns the candle to “protect my house from black magic.”
The rich fabric of lives that Alvarez has spun here, each individual and group rising because of the existence of the others, remains an intentional effort for leading young people into the writing and reading of cultures and many languages-something that we as a nation so desperately need. In the paragraphs that follow you will read responses to Return to Sender, a phenomenal book written by Julia Alvarez (2009). We invite you to read our comments, connections, and wonderings and then to share yours.
Before reading this novel, I never realized how tough it was for them to live in the United States, having to be ready to flee or hide at any second. I knew that they had struggles, but this book really brought the situation to a whole new level. After looking at the issue from two different character perspectives, I will definitely be more mindful and aware of these struggles in the classroom, as well as in the community.
The questions I asked then are the same questions I have now: “why do they risk so much to come to this country? In the end, is it really worth everything they sacrifice? Will this country be everything they thought it would? Will it help them realize their dreams?” Why do they keep braving the border patrol, the coyotes, and the sometimes unwelcome feelings they get once they arrive here? Then on top of it, if they don’t have papers to be here, they go through constant intense feelings like Mari and her family went through when they were afraid of being discovered. Every little sound made them jump and even people coming to trick-or-treat set their nerves on edge. I can’t imagine living like that, in incessant fear of being discovered.
Finally, and on a different note, I thought the ending of the book was slightly romanticized and unrealistic, but I was glad to read a happy ending. It made me wonder if ‘a note in the family file’ is really possible or if it would prove to be helpful at all if/when the Cruzes wanted to return to the US. Does that really happen? Would it be that easy to go back to your home country after so long and just fit right into the town, culture, language, etc.? I would imagine it to be easier for the parents since they are more familiar with Mexico than the children. What is the affect of the move on Mari (children who are born in Mexico, live in the US, and return to Mexico)? How does it affect Luby and Ofie (children who have only ever known a Mexican-American lifestyle)? I imagine that the Spanish in English writing (as in the book) would be a great way for them to improve their Spanish! I really enjoyed this aspect of the book. Also, I would like to read a story of how the two US-born sisters adapted and grew up in Las Margaritas. That would be an interesting story…
References:
García, O. & Kleifgen, J. (2010). Educating emergent bilinguals. NY: Teachers College Press.
Ladson-Billings, G. (2009). The Dreamkeepers: Successful Teachers of African American Children. NY: Jossey-Bass.
Torres, L. (2007). In the contact zone: Code-switching strategies by Latino/a writers. MELUS, 32(1), 75-96.
Journey through Worlds of Words during our open reading hours: Monday-Friday, 9 a.m. to 5 p.m. and Saturday, 9 a.m. to 1 p.m.
- Themes: Julia Alvarez, Julia López-Robertson, Return to Sender
- Descriptors: Books & Resources, Student Connections, WOW Currents
“Before reading this novel, I never realized how tough it was for them to live in the United States, having to be ready to flee or hide at any second. I knew that they had struggles, but this book really brought the situation to a whole new level. After looking at the issue from two different character perspectives, I will definitely be more mindful and aware of these struggles in the classroom, as well as in the community.”
This quote reflects my thoughts as I read through the text. I imagined the struggles they had to endure to make a life. The struggles and situations are not known by many people in today’s society, therefore when one reads about it, it becomes overwheleming to imagine and at the same time, intriguing. Throughout, I thought about how I could implement this book in a literature circle activity with my students and how I can expose them to the difficulties that people are enduring to be a part of the American Dream. Not only did thi text enable me to think about incorporating it into my classroom, but becoming more aware of situations that are occuring all around me and my own family.
Teaching students to be aware of culture differences is an important, especially when they are not the minority and have never been in such a situation.
As a teacher, I’m reminded that student’s basic needs need to be met in order for them to be successful in school. Mari was a daughter who also played the role of mother, maid, and cook. She was also privy to conversations that children should not have to endure. She was forced to miss multiple day of school because of the threat of deportation. Ms. Ramirez, Mari’s teacher, did everything in her power to support Mari’s family, without a hint of disappointment or concern over the missed curriculum.
I think that it is important that everyone knows what is going on in the world around us. Mari was only one example of a student that struggled with the differences. In our classrooms we have many students that are in the same or similar situations as her. We need to be aware of our students cultures and embrace them in our classrooms.
Even though I can not truly imagine the life of constant fear and unsettledness these families endure, I have witnessed families working in the chili fields in Hatch when “la migra” drives up. They run for their lives. It is inhumane and very disturbing to watch. I have watched families as one family member is deported and the heartaches and uncertainties the remaining family struggles with. To want to live with a constant fear of deportation demonstrates the poor conditions of their lives in Mexico. A vital conversation of sytemic racism must be a primary force regarding the immigration issue.
It is surprising in this day and age that major universities do not have programs to help teachers prepare for the multitude of English Language Learners. My first training came after five years of teaching and it was a professional development opportunity, not required. Reading provides opportunities to be put in situations that are unfamiliar to us and pose questions, if this is going to be used in upper level education then why are we not starting students out a younger ages, because of the tests. Giving students the opportunity to pose questions would lead to critically thinking about the text and decisions that the characters made, like which family member is left behind or goes first when immigration takes place. I liked the ending, simply because I love happy endings, I know that they are not always possible, but in the world we live in, why not?
I loved how this book painted teachers in a loving and supporting way. But, I don’t feel many teachers do support their bilingual students as they should. I feel that many schools and staff members are insensitive and often times feel put out due to non English speaking students. I think this is supported with schools cutting bilingual programs.
I also agree with what was written above about how the book ended unrealistically. Mari’s family originally left because they didn’t have a sustainable income. Sadly, Mexicans are forced to leave their country in order to survive and experience so much hate and ignorance in the process. I think this book would be good to engage students in critical thinking.
I think that if we are going to have these immigrants in our classrooms, then we need to make sure that we understand their language, how to help them learn English as well as academic Spanish, and we need to make sure that we understand their culture. What holidays do they celebrate and what do the holidays mean to them? We need to make sure that we can answer their questions or at least send them to someone who can. We also need to make sure that we teach them the right holidays. I know teachers who still teach that Cinco de Mayo is Mexico’s Independence Day, but it is not! Their Independence Day is in September!!!!
This book was enjoyable as well as enlightening. I loved reading about both families. I feel that stories like these are important and she should be told/read by our students. So many times we are caught up in our own narrow worlds, we are not always aware of life is like for other people around the world.
I also agree with the previous post that talked about telling the story of the Cruz after they returned to Mexico. I feel that that would be an enjoyable read.
What stood out to me in this book was the collective effort that came to the aid of the Cruz family.The saying, “It takes a village” sang true. The idea that we all need each other in this world is something that can’t be expressed to our young people enough.