Chicano Children's Literature: Using Bilingual Children's Books to Promote Equity in the Classroom

Autor/inn/en	Alamillo, Laura A.; Arenas, Rosie
Titel	Chicano Children's Literature: Using Bilingual Children's Books to Promote Equity in the Classroom
Quelle	In: Multicultural Education, 19 (2012) 4, S.53-62 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Equal Education; Mexican Americans; Bilingual Instructional Materials; Childrens Literature; Sociocultural Patterns; Elementary School Students; Educational Policy; State Policy; Elementary School Teachers; Teacher Attitudes; Teaching Methods; Culturally Relevant Education; Reading Programs; Bilingual Education; Authors; Spanish; English (Second Language); Second Language Learning; Reading Materials; California + Suchen Sie Ihr Suchwort? Hispanoamerikaner; 'Children''s literature'; Kinderliteratur; Soziokulturelle Theorie; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Author; Autor; Autorin; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kalifornien
Abstract	This article first sets the context by recalling a study conducted by Alamillo (2004) at a California elementary school. That study examined culturally and linguistically responsive pedagogy in the classroom through the use of Chicano children's literature. Both the text and the illustrations found in recent publications and the role they played in the socio-cultural development of children were considered. An analysis of the California context reveals that federal and state educational policy limits the use of bilingual children's literature in the classroom. This lack of inclusion is examined in an elementary classroom in the Bay Area. The focal teacher described here sees a mismatch between what the literature in the prescribed curriculum presents and the cultural and linguistic experiences of the Mexican-descent students in her class. Highlighted here are two distinct ways of looking at Chicano children's literature. Included are elements used to qualify selections as exemplary Chicano children's literature. (Contains 2 tables and 1 note.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10