Wàchale!: Poetry and Prose About Growing Up Latino in America edited by Ilan Stavans

The title of this book, Wàchale! means watch out! in Spanglish.  This title is appropriate because the whole book is about bringing attention to the Hispanic culture in America.  Wàchale!:Poetry and Prose About Growing Up Latino in America edited by Ilan Stavans and is an anthology of poetry, prose, short stories, and letters, all written by Hispanic authors about being Latino in a very different American culture.  He embraces the language of the Latino culture by leaving all of the Spanish in the pieces that he selects to include in this anthology.  The combination of Spanish and English is representative of the combination of cultures that Hispanic people face when growing up in America. 

In the Time of the Butterflies by Julia Alvarez

In Time of the Butterflies is set in the Dominican Republic during the reign of dictator Trujillo, who ruled the Dominican Republic from 1930-1961 with fear and brutality. This story revolves around the adolescence and adulthood of the four Mirabal sisters who become symbols of a national underground movement to overthrow Trujillo. In the Time of the Butterflies is loosely based on the true story to three sisters who were ambushed and killed after going to visit their husbands in prison. These sisters, known as “las mariposas” or “the butterflies” then became national symbols of the revolution against Trujillo. This book describes the tension of trying to live a life with the threat of violence and destruction always hanging over one's head. It also speaks to circumstances that drive people to stand for change, even in the face of extreme adversity. 

Caramelo by Sandra Cisneros

Puro cuento, Spanish for “just a story” is an idea that Sandra Cisneros toys with again and again throughout her cross-cultural treasure, Caramelo. Caramelo is the story of a young Mexican girl named Celaya Reyes growing up caught between her heritage and the North American culture into which she was born. This novel, however, is so much more than a simple narrative; Cisneros skillfully weaves a complex tale of fact, fiction, family, and ultimately cultural identity through the eyes of Celaya and her family. As the narrative progresses stories are revealed about the rich history of the Reyes’ family, though it becomes difficult to decipher between the truth and puro cuento. Within this mixture of truth and fairy-tale Cisneros gives the reader three very important gifts: a frank, insider-look at the complex nature of Mexican-American culture, the author’s response to that culture, and a lasting impression on the reader.

Book Report Picture & Description

The book How the García Girls Lost Their Accents by Julia Alvarez is a story about four sisters that grew up in the Dominican Republic until their family sought refuge from the government in the United States. The story describes the struggles and life events of the girls and their family as they grew accustomed to the life and culture of being an American and what it meant to lose their Spanish accents. (Emily Vos)

Teaching Strategies

Making Connections through Social Interactions

            This teaching strategy encourages students to make connections to what they are reading from their lives and the lives of others around them.  These connections can be made through teacher led classroom discussions and also through conversations of student led small groups.  These groups can also model comprehension by acting the reading out, creating a poster, drawing a picture, and a variety of other small projects. 

            This strategy works well in an elementary setting because it will allow students to see connections to the real world.  It is easier for English language learners to talk about things that they know about, so making connection to their lives will make it easier for them to discuss what they are reading about. 

            (2006). In Teaching diverse learners . Retrieved April 18, 2011, from http://www.alliance.brown.edu/tdl/elemlit/orallanguage.shtml#strat4

Daily Sharing

            Because culture affects oral language, this teaching strategy helps English language learners to learn the socially valued way of speaking while also listening to how their culture organizes its communication.  After listening to how an English language learning tells his or her story, the teacher will then ask the students questions and write down responses that will model the socially valued way of telling the story. 

            This would be especially effective in an elementary classroom where sharing daily events with the class is an everyday occurrence.  It would help your English language learners to improve their oral language.   This strategy will also help your English speakers to practice their listening skills. 

            (2006). In Teaching diverse learners . Retrieved April 18, 2011, from http://www.alliance.brown.edu/tdl/elemlit/orallanguage.shtml#strat4

Student/Teacher Conferences

            This strategy puts the teacher and the student together one-on-one to discuss the work that the student is doing.  This takes away the competition that a student might be feeling from the more proficient students in the classroom.  During this conference, the teacher and student discuss what was written or drawn.  They talk about what the students did especially well and what the student could improve on for next time. 

            In an elementary classroom, this strategy would be effective when having the students do daily writing assignments and special writing projects.  If would not only be effective for students who are learning English but also for all English speakers who need help with their writing.  The teacher could spend just a couple of minutes with each student, as they complete their writing, discussing what is done well and what could be done better. 

            (2006). In Teaching diverse learners . Retrieved April 18, 2011, from http://www.alliance.brown.edu/tdl/elemlit/orallanguage.shtml#strat4

Description of Hispanic learners

Hispanic students want to be accepted in the classroom. They are afraid of the me vs. them mentality. Some students struggle with poverty and hunger issues leaving them tired and hungry in the classroom and some work in order to help the family and fall behind in schoolwork. They often struggle with learning the new language because the conflicting language at home.

 

Hispanic students learn best with interactive technology and visual aids. They feel safest in an inviting and accepting classroom with a teacher than cares about their story. They benefit from “hands on” experiences. They enjoy interaction with other students.  

Hispanic Influence in United States History

• The Spanish were the first Europeans to land in what was to become the continental United States when Jose Ponce de Leon landed in Florida in 1513. Since that time, the Spanish continued to be the foremost European explorers in North America, seeing half of what would be the lower 48 states before the English settled in Roanoke in 1585.
• In 1835, Texas, a Mexican state, revolted from Mexico and was then annexed into the United States in 1845. In response, Mexico initiated the Mexican-American war, which ended with the cessation of the Mexican states of Alta California and Nuevo Mexico to the United States. 
• Tales of Spanish atrocities in Cuba sparked the beginning of the Spanish-American war in 1898. The war was fought mainly for Cuban independence, but resulted not only in Cuban freedom, but also in the United States's colonial acquisition of Puerto Rico, Guam, and the Philippines.
• In the mid-twentieth century, there were many migrant workers in the Western and Southwestern United States who were treated poorly by their employers. Cesear Chavez, a Mexican-American field-worker, organized the National Farm Workers Association. This union successfully improved conditions for millions of migrant workers in the United States.