By: Abbey Lovell,
on 7/22/2016
The past can be very important for those living in the present. My research experiences as an archaeologist have made this very apparent to me. Echoes from the distant past can reverberate and affect the lives of contemporary communities, and interpretations of the past can have important ramifications.
The post Matters of the past mattering today appeared first on OUPblog.
By: Alice Leigh,
on 9/7/2015
Surveys show that a high percentage of British citizens "feel British." But what exactly do people have in mind when they say this? People may think differently about this question, and perhaps it is also British to give various meanings to British identity. Still, can we define what it is to "feel" British? Or even what is un-British—be it a pattern of behavior, a belief, or a way of doing things?
The post ‘Us’ and ‘Them': Can we define national identity? appeared first on OUPblog.
We’ve already shared this article on Facebook and Twitter, but we love it so much we decided to post it here too! You can find the original article at: www.northjersey.com
We live in a multilingual world. It is not uncommon to walk down the street in any U.S. city and hear several different languages being spoken. Around the world, children are learning English as a second language at a very young age, enabling them to develop the skills necessary to interact with people all over the globe. There is no doubt about the benefits of being able to communicate in more than one language. Such ability offers the opportunity for independence, whether for business, education, leisure or travel.
According to the U.S. Census Bureau, about 10 million children between the ages of 5 and 17, or about 20 percent of children over 5, already speak a language other than English at home. Experts are citing more and more evidence of the benefits of multilingual development from an early age. While there has been some suggestion that learning a second language can delay speech acquisition and language development, research demonstrates otherwise.
More and more parents are seeking to provide their children with the advantages that bilingualism offers. That goal leads to some basic questions. When does language acquisition start? When and how should children begin learning a second language?
The young mind, particularly in infancy, is malleable. In the first few months, crying, whimpering and cooing are the primary forms of communication. Soon a baby starts to distinguish individual sounds and will begin to mimic those sounds or syllables. He will learn to distinguish between “ma” and “da” and will start to babble.
Vocalization is a baby’s way of entertaining himself, but it is also how he discovers ways to use his mouth, his tongue and vocal chords to make sounds. At one point, his speech may sound almost as though he is making sense. This is because his tones and patterns are based on the language he hears around him. Eventually, these babblings will develop into individual words that will facilitate true communication. The individual phonemes, or words sounds, that develop are primarily based on the language spoken in the home. Young children who hear more than one language develop additional sounds and, eventually, additional words that represent concepts, objects or people.
Programs that teach infants sign language have claimed to help babies as young as 10 months to communicate, before they are able to articulate with words. Experts say learning to communicate through a second language, even sign language, can be beneficial to cognitive development. However, raising a bilingual child requires a commitment of consistency in the long-term.
In her article, “Two or More Languages in Early Childhood: Some General Points and Practical Recommendations,” Annick De Houwer of the University of Antwerp and Science Foundation in Flanders, Belgium says, “A prevailing idea is that it is very easy for children to learn a new language and that hardly any effort is involved. However, learning language, even one, is a process that takes many years.”
While it is true that language acquisition is easier when it is done at a young age, it is the opportunities to hear and use a language consistently over time that brings success. De Houwer points out, “Languages are very complex. To learn all their complexities, one needs a lot of life experience…The environment plays an impo
In the last (a short and sweet one!) of our blog series on common themes from the 2009 NAEYC’s annual conference, we present a hodge-podge of facts we gathered throughout that week in D.C. Enjoy!
–Language acquisition depends not only on adequate hearing, the ability to differentiate sounds, and the capacity to link meaning to specific words, but also on the ability to concentrate, pay attention, and engage in meaningful social interaction.
–Learning a second language and learning to read are complex tasks influenced by cognitive, environmental and social factors.
–Bilingual Children
-Exhibit the same language milestones as monolingual children
-May acquire language at a slower rate and have more limited total vocabularies in each language
-Have a combined vocabulary in both languages likely to equal or exceed that of a child who speaks one language
–Preschoolers actively listen to and separate out two languages. So we can use both languages interchangeably.
–Development of language and literacy in the home language (or first language) facilitates development of language and literacy in the second language and cognitive development. Academic language ability takes 5-7 years. Social language ability (i.e. Hello, how are you?) is easy to accomplish.
–For more current guidance, check out:
-Head Start Performance Standards and Head Start Dual Language Report (2008)
-Tabors, Patton O. One Child, Two Languages: Children Learning English as a Second Language. Paul H. Brookes Publishing, 2008.
-Igao, Cristina. The Inner World of the Immigrant Child. Lawrence Erlbaum Associates, Publishers, 1995.
-Espinosa, Linda. Getting it RIGHT for Young Children from Diverse Backgrounds: Applying Research to Improve Practice. Prentice Hall, 2009.
Check out below for the sources of this blog:
1) Using standards-based curriculum to support language and literacy development for English-language learners.
Presented by:
Min-hua Chen, Education Specialist, Massachusetts Department of Elementary and Secondary Education;
Vicky Milstein, Principal of Early Education, Brookline Public Schools;
Min-Jen Wu Taylor, Pre-K Teacher, Brookline Public Schools;
James StClair, Kindergarten Teacher, Cambridge Public Schools;
Sandra Christison, Kindergarten Teacher, Boston Public Schools.
They haven’t posted their slides yet, but if they do, you can find it here.
2) Home Language or English? Implementing program policies and teaching strategies that meet the needs of dual-language learners
Presented by:
John Gunnarson, Napa Valley College.
Click here for his handout.
3) Getting it right for young children from diverse backgrounds: Applying research to improve practice
Presented by:
Dr Linda Espinosa, University of Missouri-Columbia.
She hasn’t posted her slides yet, but if she does, you can find it here.
Previous Blogs under the NAEYC Annual Conference Theme:
Part 1: NAEYC Themes, Part 1: Secretary of Education, Arne Duncan’s Presentation
Part 2: NAEYC Themes, Part 2: Build Positive Relationships with Dual-Language Learning Children
0 Comments on NAEYC Themes, Part 6: Research, Facts and Things to Know about Dual Language Learners as of 1/1/1900
Have you ever been in an environment where you didn’t feel safe? Heard some strange noises at night? In the car with a reckless driver? In a heated argument with someone physically stronger than you? Or how about simply watching a scary movie?
Think about what was going through your head, the first thing you thought you needed to do. Getting to safety, right? Grabbing that bottle of mace, getting out of the car, calling the police, covering your eyes and hiding behind the friend sitting next to you. Anything to get you out of that situation. You focused on saving yourself, on self-preservation.
Some of these examples may seem extreme and unrelated to a child in a classroom (hopefully). My point is that regardless of the situation, when you don’t feel safe, your first priority and thoughts focus on self-preservation, on getting to a place of safety. The same feelings occur in a child who is in an unfamiliar environment, especially when they cannot communicate in your language. If you’re in an environment where you don’t feel safe, you close down and only focus on self-preservation. How can a child learn and prepare for kindergarten if she doesn’t feel safe?
Additionally, behavior issues can stem from this inability to communicate. Think back to a recent meeting or presentation during which you did not pay attention. The topic didn’t apply to you. The presenter was wretchedly boring and just kept droning on and on. Or maybe it was a good presentation, but you were thinking about a looming deadline instead or what groceries you needed to get on your way home that night. What did you do? Pretended to listen, nodded in agreement during regular intervals and acted as if your grocery list were really notes from the material?
It’s okay, we’ve all done it! John Gunnarson from Napa Valley College calls this “procedural display.” We as adults know how to act like we are paying attention. Children have not yet learned this technique. If a child does not speak the language used in the classroom and, therefore, does not understand what is being said, what will he do? Act out? Pursue activities that are interesting to him? Can you blame him? Over time, what message are we sending to DLL children who do not receive enough language support? We are telling them that school does nothing for them. Think about the long-term implications for this message.
Thus, teachers should focus on helping DLL children to feel safe and included by building a positive relationship with each one. If a child feels safe in a classroom, she’ll take risks, like trying a new language. Would you be more willing or less willing to jump out of an airplane if you were 100% sure the parachute would work? How about 50% sure? Helping a child to feel included and valued will encourage her to try new things such as speaking a few words in English.
Many of you have probably heard of the Day of the Dead, celebrated in Mexico, and more and more in the United States, this time of year. It is a holiday for family and friends to gather and remember friends and family who have passed away. Not a somber event, the celebration includes cleaning the house, building an offering, or ofrenda, that includes candles, flowers, their favorite items while alive and other items to help them on their journey and visiting their graves. This holiday also coincides with the Catholic holidays of All Saints’ Day and All Souls’ Day.
Holidays like the Day of the Dead are celebrated throughout the world and in various cultures, where families come together to honor the dead. In Korea, for
example, a large feast is cooked. Fruit is placed on the table in odd numbers with the top of one cut off. Chopsticks are placed upright in a bowl of rice. The front door is left opened during the ceremony. These actions allow for the dead to enter and enjoy the food!
Many in the United States have embraced the Day of the Dead holiday. One town in Texas, for instance, held a shoebox ofrenda competition. There are free processions tonight in San Francisco and Oakland, etc. Check your local area for events!
For more information on ofrenda, check out: http://www.inside-mexico.com/ofrenda.htm and for information on the Day of the Dead holiday, visit http://www.dayofthedead.com/
In the meantime, enjoy the fall and upcoming holidays!
I also would like to use this holiday to highlight a bilingual book we carry at bububooks called: Celebrations / Celebraciones: Holidays of the United States of America and Mexico / Dias feriados de los Estados Unidos y Mexico. In it, author Nancy Tabor explains major holidays in the US and Mexico and how they are celebrated. Be sure to check it out!
If you haven’t guessed already, we at bububooks are fans of Theresa Breslin. Now we know her books are not bilingual, but we love the topics she covers. Indeed, when we expand to monolingual yet ethnic books, we’ll be sure to include Theresa’s titles in our collection!
Book Cover for Divided City
Divided City is a story for young adults and takes place in Glasgow. The two boys in the story come from different sides of the city, geographically, socially, historically and religiously. One is Roman Catholic while the other is Protestant. They meet on a soccer team and forge a friendship through their unwitting and reluctant help to an asylum seeker. As they each face their own internal struggles within their families and communities, the two boys, Graham and Joe, face their external struggles through each other.
“A gripping tale about two boys who must find their own answers–and their own way forward–in a world divided by differences.”
By enveloping the story in the rivalries of soccer (football), Breslin brings forward the tensions of various differences and tensions that circles in society face. Once again, her structure also neatly sets up these differences. In the beginning, the chapters alternate in telling the separate stories of Joe and Graham. As the two grow together, at first simply in the time they spend together and later in their friendship bonds, their chapters blend together as well. A riveting read (I couldn’t put it down!), Breslin uses this story to highlight where ethnic tensions come from and how we just might be able to rise above them.
Read this book if you get the chance!
I wanted to share this article I received from the Latino Print Network by Kirk Whisler. A new study from the University of North Carolina Chapel Hill shows that Latino teens who embrace their Latino culture and whose parents embrace U.S. culture live healthier lives, academically, socially and emotionally. I think the benefits of biculturalism would apply to all ethnic groups in the US because embracing both cultures in a family and environment supports a family and community bond. Read on and share your thoughts!
Over the years, research has shown that Latino youth face numerous risk factors when integrating into American culture, including increased rates of alcohol and substance use and higher rates of dropping out of school.
But a new study from the University of North Carolina at Chapel Hill shows adolescents who actively embrace their native culture – and whose parents become more involved in U.S. culture – stand a greater chance of avoiding these risks and developing healthier behaviors overall.
The findings are from a longitudinal study by the UNC-based Latino Acculturation and Health Project, which is supported by the U.S. Centers for Disease Control and Prevention (CDC) and directed by Paul Smokowski, Ph.D., an associate professor at the UNC School of Social Work. Researchers interviewed 281 Latino youths and parents in North Carolina and Arizona, asking questions about a wide range of measures of lifestyle and mental health. Participants answered according to how much they agreed with each question (for example, from “not at all” to “very much”), resulting in scores on a scale for each measure.
“We found teens who maintain strong ties to their Latino cultures perform better academically and adjust more easily socially,” Smokowski said. “When we repeated the survey a year later, for every 1-point increase in involvement in their Latino cultures, we saw a 13 percent rise in self-esteem and a 12 to 13 percent decrease in hopelessness, social problems and aggressive behavior.
“Also, the study showed parents who develop a strong bicultural perspective have teen children who are less likely to feel anxiety and face fewer social problems,” he said. “For every increase in a parent’s involvement in United States culture, we saw a 15 to 18 percent decrease in adolescent social problems, aggression and anxiety one year later. Parents who were more involved in U.S. culture were in a better position to proactively help their adolescents with peer relations, forming friendships and staying engaged in school. This decreases the chances of social problems arising.”
“Such results suggest that Latino youth and their parents benefit from biculturalism,” Smokowski said.
The findings are presented as part of a series of articles featured next month in a special issue of The Journal of Primary Prevention, a collaborative initiative between UNC and the CDC. The special issue presents the latest research on how cultural adaptation influences Latino youth behaviors – including involvement in violence, smoking and substance use, as well as overall emotional well-being – and offers suggestions for primary prevention programs that support minority families.
“Bicultural adolescents tend to do better in school, report higher self esteem, and experience less anxiety, depression and aggression,” said study co-author Martica Bacallao, Ph.D., an assistant professor at the University of North Carolina at Greensboro, whose work is also featured in the special issue. “It is interesting that, in order to obtain these benefits of biculturalism, adolescents and parents often need to do the opposite of what their natural tendencies tell them. Parents who are strongly tied to their native cultures must reach out to learn skills in the new culture. Adolescents who quickly soak up new cultural behaviors should slow down and cultivate the richness in their native cultures.”
Smokowski added: “The burgeoning size of the Latino population and the increasingly important roles that Latino youth will play in American culture are worthy of community attention. Communities can either invest in prevention to nurture Latino youth as a national resource or pay a heavy price later in trying to help these youth address social problems such as substance use, aggression or dropping out of school; all of which often results from the stress of acculturation.”
Along with Smokowski and Bacallao, Rachel L. Buchanan, Ph.D., assistant professor of social work at Salisbury University in Maryland, was a co-author of the study, titled “Acculturation and Adjustment in Latino Adolescents: How Cultural Risk Factors and Assets Influence Multiple Domains of Adolescent Mental Health.”
I had so much fun this past weekend in Atlanta at the Georgia Association on Young Children conference. Not only did I enjoy meeting various childcare providers from throughout the state, but I also appreciated the enthusiastic response from them regarding our mission at bububooks to help bilingual children with literacy and cultural identity development.
I also had two pleasant surprises throughout the weekend. First, my hotel happened to be in a Korean part of town. Being half-Korean, I found my way to a BBQ restaurant and indulged in some good ol’ Korean BBQ! Even better, I invited some newly made friends to join me. It was both their first times to try Korean food and they loved it! I thought, “what a great way to embrace our mission by introducing people to a new cuisine!” Second, as I was packing up at the end of the conference, I walked past a room where a session was still continuing. The attendees were singing a song I had never heard before. However, the tune was that of the Air Force Song! I found myself humming the Song as I finished loading up the car (I’m an Air Force veteran). I couldn’t believe I still remembered the words and it brought back many memories of the jovial times in which we would sing the first verse. J
Thanks to GAYC and all the attendees for making my trip so joyful! Off we go into the wild, blue yonder…
Laura
Book cover
We at bububooks are excited to announce our newest book, Luna Needs a Miracle!/¡Luna Necesita un Milagro!, written by celebrity Chef Paul Luna. Now you must be thinking this book is about food, but it’s not! Luna explores the themes of love, fear, family and friendship in this bilingual—Spanish/English—children’s book. The main character, whose name is also Luna and does not speak or understand English, faces his fears as he prepares for his first day at a new school in a new country in this colorfully illustrated hardcover.
Luna prays for the school to be closed and, as a result, no longer worries about his first day in a new situation. Yet as he walks closer and closer to school that morning, Luna discovers the school is still open, but finds his prayer answered in another, more universal way. (We won’t want to spoil it!)
“Experiencing something radically different from what you know can be frightening, but can also create a window of opportunity upon which you can take action with clarity and confidence,” said author Luna. He continues, “writing this book was a way for me to break past my own fears of doing something new and unknown, while also sharing an important lesson that we are all the same. We all have fears, challenges and successes in our lives.”
Laura, founder of bububooks, got to personally meet Luna and his fiancée, Cynthia. “Our missions are quite the same. We understand and appreciate the value of languages and of reading. It was never any question to him—the book had to be bilingual. I am inspired by his passion and am proud that we are carrying their book. We look forward to reading more from him!”
Get the book in hardcover version at www.bububooks.com for $24.99.
Hispanic Heritage Month began this week. It originally began as a week long celebration in 1968 when Congress authorized President Lyndon B. Johnson to proclaim it. During this month, we celebrate the cultures and traditions of Americans who trace their roots to Spain, Mexico and Spanish-speaking countries of Central and South Americas and the Caribbean. Hispanic Heritage Month begins on Sept 15 because five Latin American countries gained independence from Spain on this day: Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. Also, Mexico celebrates its independence day on Sept. 16th, while Chile celebrates its on the 18th.
Of course, with us being a children’s bookstore, we need to focus on activities for the kids! For that, we turn to our all-time favorite, ¡Colorín colorado! On this page, you can find fun activities for your kids, including word searches and crossword puzzles as well as other activity sheets focusing on words and language. Also, ¡Colorín colorado! has set up a link where you can send e-cards to your friends and families! Now, for the adults, this awesome website offers information, history, teaching materials, classroom activities, lesson plans and other resources and links for you to use. Be sure to bookmark that page!Celebrations / Celebraciones: Holidays of the United States of America and Mexico / Dias feriados de los Estados Unidos y Mexico
Explore the ways Mexicans and Americans observe holidays throughout the year and learn how the common values and beliefs these countries share are reflected in their special days.
Somo un arco iris / We are a Rainbow
“Are we as different as we might think? I say sol. You say sun. No matter how we say it, it is the same one.” Nancy Maria Grande Tabor, via a simple text and vivid art, establishes that children of two entirely different cultures are really quite similar. We Are a Rainbow helps young readers begin building the cultural bridges of common human understanding through simple comparisons of culture from breakfast foods to legends. Colorful cut-paper art and gentle language deliver this universal message eloquently.
El gusto del mercado Mexicano / A Taste of the Mexican Market
Let’s visit a Mexican market!
Along the way you can compare, weigh, count, and learn about culture and customs. From bunches of hanging bananas and braids of garlic to pyramids of melon and baskets of sweet cheese, this Mexican market is full of fun and surprises.
Colorful cut-paper art sets the scene for a creative way to build new vocabulary for beginning readers of Spanish or English.
Laughing Tomatoes and Other Spring Poems/ Jitomatesrisueños y otros poemas de primavera
From the imagination of poet Francisco X. Alarcón comes this playful and moving collection of twenty poems about spring in English and Spanish. Tomatoes laugh, chiles explode, and tortillas applaud the sun! With joy and tenderness, delight and sadness, Francisco’s poems honor the wonders of life and nature: welcoming the morning sun, remembering his grandmother’s songs, paying tribute to children working in the fields, and sharing his dream of a world filled with gardens. Artist Maya Christina Gonzalez invites us to experience the poems with her lively cast of characters—including a spirited grandmother, four vivacious children, and playful pets who tease and delight. Follow them from page to page as they bring the spring season to colorful life.
In this entertaining, bilingual exploration of language, children are introduced to a second language and get a glimpse of another culture. Ve lo que dices/See What You Say explores the ways two different cultures view their own languages through familiar idioms. Sometimes the words we use have a different meaning from what we say. For instance, if a person becomes hasty and does things out of order, in English we say he has put the cart before the horse. In Spanish he is starting to build the house at the roof. Although they mean the same thing, the literal sense of these phrases is quite different. In Ve lo que dices/See What You Say, these contrasting expressions become charming and vivid vignettes.
Nancy María Grande Tabor’s signature cut paper illustrations are remarkable in their three-dimensional quality and light-hearted presentation of some very off-the-wall phrases. Children and adults alike will have a great time guessing what idiom each illustration represents.
Where Fireflies Dance / Ahí donde bailan las luciérnagas
In her first book for children, award-winning author Lucha Corpi remembers her childhood growing up in Jáltipan, Mexico, where the moon hung low and the fireflies flickered in the night air. In vivid and poetic detail, she recalls exploring with her brother the old haunted house of the legendary revolutionary Juan Sebastián, discovering the music that came from the jukebox at the local cantina, and getting caught by their mother for their mischievous adventures. Most of all, she remembers the ballads her father sang and the stories her grandmother told. In her stories, her grandmother passes on an important message about growing up—each person, like the revolutionary Juan Sebastián, has a destiny to follow.
We hope you’ve enjoyed this posting and are excited as we are to check out some of these events. Feel free to share more!
bububooks' logo
After a great weekend at Latino Expo USA and the Chicago Chinatown Dragon Boat Race for Literacy, I thought I would use today’s blog to offer two reasons to shop at www.bububooks.com
1) Reading skills transfer across languages. Even if your child learns to read in Spanish or Chinese, they’ll be able to transfer those reading skills once they start to learn English. Therefore, read to your child in the language you’re most comfortable.
Also, children like to read the same books over and over. If you have two languages at home (each parent has their own dominant language), use bilingual books to read the story to your children in both languages.
The most important thing is to read to your child! It does not necessarily have to be in English. Read in the language you are most comfortable.
2) These books help your child to develop their cultural identities. The main character in most children’s books is Caucasian. bububooks strives to offer storybooks that highlight aspects of Latino (mostly Mexican-American as of now) and Chinese culture. Even if your child doesn’t speak a foreign language, the lack of children stories that discuss topics related to your culture will affect how they view themselves and your culture.
Thanks for your continued support. We hope to see you at our next event or online!
I enjoyed these tips so much I had to share them with you. They were written by Deanna Lyles, cofounder of Bilingual Readers, a brand new publishing company which provides resources for bilingual and multilingual families and communities. This article was taken from www.SpanglishBaby.com.
A very patient Spanish speaking mom has been reading her daughter Sara’s favorite book Yo Tigre out loud to her in Spanish every night at bedtime for the last month. But tonight Mom’s out with some friends, and it’s English speaking Dad’s turn to read Sara to sleep. He dutifully pulls out adorable children’s book after adorable children’s book, but it’s no use: Sara wants Yo Tigre, and Where the Wild Things Are just isn’t going to cut it. What’s a bilingual Dad to do? Is it alright for a parent in a One Parent One Language home to break his commitment to speaking to his child only in his native language when the child’s love of reading is at stake?
Most of us are aware that reading aloud to small children is one of the greatest tools parents have for helping their children’s language development along. But when it comes to reading aloud in a bilingual home, many questions arise as to who should read to children in what languages. In OPOL homes the easy answer is that each parent should read to the child in his or her native language, but putting this principle into practice is often anything but simple.
Although they are sometimes hard to find for certain language combinations, bilingual books are one of the best tools for getting the most out of storytime in a OPOL home. While reading monolingual books to your children is certainly beneficial, bilingual books are an especially useful tool for bilingual families. Bilingual books allow both parents to take turns reading the same book to their kids, each parent in his own language. If one parent reads a book to a child in English and the other parent reads the same book in Spanish, the child will automatically begin to associate both languages with the stories and objects on the pages of the book. We all know that children love to read and be read the same stories over and over again, so hearing the exact same text in each language every time a book is read is an easy way to reinforce vocabulary and sentence structure for the bilingual child.
In addition to taking advantage of bilingual books, there are also other strategies for reading consistently to your kids while sticking to the OPOL method. Regardless of whether or not you read monolingual or bilingual books (most families will read both),establish a routine to make sure that each parent is reading to the kids in his or her language every single day. If you stick to this routine, it’ll be a great tool for developing your child’s language abilities in both languages. You can also make recordings of your voice reading your kids’ favorite stories out loud. This way your child can still listen to Mom’s soothing voice read a story in Spanish or Dad doing all the fun voices in English anytime, anywhere. (A friend confessed that these recordings are also great for long trips in the car).
Last but not least, if you’ve broken the rules and read a story to your child in your second language, don’t beat yourself up over it. While consistency is key in any bilingual home, nobody’s perfect and slipping up every once in a while will not scar your child for life. The same thing goes for those of you who may not have been consistent readers in the past. Thankfully each day is a new opportunity to read to and with your children. Happy reading!
The cover of The Frog in the Well
The Frog in the Well retells a Chinese idiom. Chinese idioms tend to be four characters long and paint a moral teaching. The frog that lives in a well believes the well encompasses the entire world and that he understands it better than anyone else. One day the frog meets a sea turtle that introduces the wide, deep ocean full of much more life than the well. From this experience, the frog realizes a world exists outside the well.
New author Irene Tsai highlights the moral lesson that one should not be narrow-minded and, instead, be aware of the “ocean of knowledge for him to learn.” She does so in this beautifully and clearly illustrated book—by Pattie Caprio—that includes both traditional and simplified characters along with pinyin and zhuyin. Irene also succeeds in offering imagery for the life the frog is living, something that will certainly capture the attention and imagination of children.
Indeed, The Frog in the Well has won the Reader Views 2009 Reviewers Choice Award and has received rave reviews that are copied below.
“What a delightful book! It has a meaningful message, and the illustrations are charming! My father attempted to teach me Chinese when I was a child. I would have loved this book! I know that The Frog in the Well will be enjoyed by aspiring language students, their parents, and teachers.”
–Dominie Soo Bush, Writer and Educator, FL
“Irene Tsai tells stories that speak to readers of all ages. She has a unique ability to convey classic Chinese stories by using language and tone that children today can appreciate. She expands cultural boundaries and provides an avenue for nurturing your child’s emotional development.”
–Harsh K. Trivedi M.D., Child and Adolescent Psychiatrist
Brown Medical School, RI
“The Frog in the Well is both beautifully written and illustrated. The story of how the frog views his world will jump off the pages for children while educating them about Chinese culture and language.”
–Tom Watkins, Michigan State Superintendent of Schools (2001-2005)
Honorary Professor, Mianyang University
The Frog in the Well is now available at www.bububooks.com. Check it out today!
Cover of We are a Rainbow/Somos un arco iris
Nancy Maria Grande Tabor writes bilingual Spanish/English books for children. Some of her titles include Somos un arco iris / We Are a Rainbow and Albertina anda arriba: el abecedario / Albertina Goes Up: An Alphabet Book. An American, Tabor grew up mostly in Mexico. She now teaches Kindergarten in northern California.
Inside look to A Taste of the Mexican Market/El gusto del mercado mexicano
Nancy Tabor was one of the first bilingual teachers in her school. She discovered there existed very few bilingual books to help her teach her class. Indeed, because the thought of bilingual education was so new, Tabor struggled to find any resources or even support as she developed her teaching program. One night, Tabor expressed her frustrations to her daughter who replied, “Why don’t you write your own book?” That same night, Tabor sat down and wrote her own book. She cut out her art from construction paper. And an author was born!
Tabor went on to write several more books, creating her own beautiful and colorful artwork for each. A huge fan, bububooks offers all of Tabor’s books.
Inside look to Albertina Goes Up: An Alphabet Book/Albertina anda arriba: el abecedario
*The information provided in this blog was gathered from a presentation Tabor gave at the Multicultural Children’s Literature Conference in San Francisco, March 2009.
Summer break is in full swing. We’ve listed our top ten books for summer reading below as well as Laura’s review of each of them. Buy them at www.bububooks.com for your kids’ enjoyment during the summer break!
1. My First Book of Proverbs/ Mi primer libro de dichos
Brilliantly illustrated, this book offers insight into Mexican proverbs or “kisses of language.” With an introduction by Sandra Cisneros, this book is a hit with parents and children alike!
2. Somos un arco iris / We Are a Rainbow
This book openly discusses the issues children face as they get to know each other’s cultures. I like it because Nancy María Grande Tabor focuses on cultural similarities and differences as well as the misunderstandings and happiness friends experience together as they grow. Beautifully illustrated by her own construction paper cutouts, this book serves as a great introduction into building cultural identities.
3. Celebrations / Celebraciones: Holidays of the United States of America and Mexico / Dias feriados de los Estados Unidos y Mexico
Another one of my favorites, Tabor highlights the various holidays in America and Mexico, their importance and how they are celebrated.
4. In My Family/En mi familia
Carmen Lomas Garza brings another fascinating book to us. She takes her readers through life with her family ranging from earaches to cooking to special days. Included with her magnificent paintings, this book takes us into Latino culture as experienced by Garza.
5. Cincuenta en la cebra: contando con los animales / Fifty on the Zebra: Counting with the Animals
This book and #6 are fantastic interactive books. Using her trademark construction paper artwork, Tabor offers an opportunity for you to practice the alphabet (in Spanish AND English) and counting with your child. On each page, Nancy Tabor introduces a letter/number followed by questions such as, “Can you find two candles?” and “Is if a fat cat or a skinny cat?” These books will keep you and your child occupied for hours!
6. Albertina anda arriba: el abecedario / Albertina Goes Up: An Alphabet Book
See #5.
7. The Woman who Outshone the Sun/La mujer que brillaba aún más que el sol
Adapted from a Mexican folktale, this story shares the importance of treating others with kindness. With a lesson that transcends various cultural differences throughout the world, this book offers a folktale most American children will never know. Its beauty in the story is also reflected in the artwork.
8. Angel’s Kite/ La estrella de Angel
I love this story because it is magical. Alberto Blanco draws you in, making you follow the kite with your whole heart, eager to see what happens. And the ending just makes you happy!
9. Baby Rattlesnake/Viborita de cascabel
Baby Rattlesnake is a Native American tale that offers valuable lessons for children. I love it because it illustrates its theme so clearly and colorfully. This story is one of my favorite’s to read out loud to children.
10. Laughing Tomatoes and Other Spring Poems/Jitomates Risueños y otros poemas de primavera
While I love all four of the poem books by Francisco Alarcón, I think this one is my favorite because springs if my favorite season. In this book, Alarcón shares poems about spring, great food, holidays, fruits, gardens and his beloved grandma. Each poem works into its structure colorful illustrations. I highly recommend all four books.
There you have it. The Top 10 books we like for the summer. Feel free to email us for any other recommendations at [email protected]. Enjoy your summer!
I attended the monthly Bilingual Parents Advisory Council meeting in Elgin, Ill., this past weekend. It was great to see so many parents interested and involved in children’s education. There were some great performances too!
During the morning, I read two books to a little girl whose mom was attending the meeting. She spoke Spanish, was learning to read in Spanish and spoke a little English. I read to her in English since I don’t speak Spanish and she seemed to comprehend most of what I was reading—she could answer many of the questions I would ask her. That is also the beauty of children’s books—the beautiful illustrations aid in comprehension! We had a fun time and I enjoyed sharing with her.
I have high hopes for this girl’s future. Her mother is doing the right thing—ensuring she learns to read in her native language while also learning English as a language. Because of this experience, I want to share with you a tip sheet called, “Helping Your Child Learn in Two Languages,” provided by the Illinois Early Learning Project. For more tip sheets, visit www.illinoisearlylearning.org
Helping Your Child Learn in Two Languages
Many families new to the United States face an important choice. Should their children focus on learning only English? Or should the children also be fluent in their home language? Children who know more than one language often benefit in school and later in life. Also, many parents and grandparents find that talking to older children about important life matters is easier if the children retain their home language skills. Here are some ways that parents have helped young children keep their home language while learning English in school.
Be aware of skills and habits of mind that are important in any language.
Make your home language the foundation for literacy.
Stay in touch with preschool staff.
Keep in mind that having a bilingual family is not always easy!
Ayude a su hijo a aprender en dos lenguas
Muchas familias en los Estados Unidos hacen frente a una decisión importante. ¿Debería su hijo enfocarse solamente en aprender el inglés? ¿O deberían los hijos hablar con fluidez la lengua materna también? Los niños que saben hablar más de una lengua frecuentemente tienen ventajas en la escuela y más tarde en la vida. Además, muchos padres y abuelos han hallado que es más fácil hablar con los niños mayores acerca de cuestiones importantes en la vida si los hijos mantienen la fluidez en la lengua materna. He aquí algunas maneras en las que algunos padres y madres han ayudado a sus hijos pequeños a mantener la lengua materna a la vez de aprender el inglés en la escuela.
Esté consciente de las habilidades y hábitos mentales que son importantes en cualquier lengua.
Convierte su lengua materna en el fundamento de la alfabetización.
Manténgase en contacto con el personal del programa preescolar.
Tenga presente que ¡no siempre es fácil tener una familia bilingüe!
A few weeks ago, I heard Dr. Pauline Clardy, coordinator of the Bilingual/Bicultural Program at Illinois State University, speak about bilingual education in elementary schools. She started by telling the story of a family who came to Illinois when the two children were in elementary school. The parents were advised to speak only English at home and the children, a son and a daughter, were placed into English-only classes. The daughter, who picked her English name to be Sarah, was eventually placed into a special education program, even though she did not have a learning disability. She simply was not yet strong enough in English to use it as a vehicle to learn the other subjects in school. In high school, Sarah spent most of her free time watching television and working at a fast food restaurant. She had no intention of attending college. The son did not finish high school and joined a gang. The two kids had also grown apart from their parents once their English skills began to surpass those of their mom and dad.
I may not have recounted the story exactly as Dr. Clardy told it, but the message is clear. Maintaining native language skills helps your child to learn at school and promotes a family connection and cultural identity at home.
Unfortunately, too many teachers still recommend to parents that they only speak English at home. Families are broken apart and cultural traditions are lost when children’s native language and culture are ignored. Children are not blank states; they begin learning as soon as they are born. The best thing to do is to continue to build on the foundation you’ve already established.
ADVOCATE FOR YOUR CHILD! Don’t let the school take your child out of the English Language Learners program too early. Wait until they are ready. Get involved with the school and your child’s class. Volunteer, join the PTA and the Bilingual Parents Advisory Council (BPAC). You are your child’s first teacher…always. Maintain the connection with your child through the ways most comfortable to you so that you will have a long lasting relationship.
Every culture values and respects teachers in different ways. Latino families show respect by giving distance to teachers. They view the teacher as the professional who knows what they are doing; they don’t need interference from parents. From the view of the teacher, this respect comes across as lack of involvement and, perhaps, lack of interest. To further exacerbate the issue, many monolingual teachers do not understand the needs of bilingual students while bilingual teachers are hired only for their language skills and are otherwise unqualified to teach. Don’t be afraid to say something! No one will look out for your child like you do.
To get more involved, share your cultural traditions with your child’s first teacher. Offer books and other materials at home in your language as well as English. Look online (i.e. other posts from this blog) for ways to interact with your child that will promote their learning and language skills. Together, let’s ensure your child the brightest future he or she can get!
I’ve started this blog to get the word out about why bububooks’ mission is so important. Also, it’s an opportunity to discuss awesome multicultural children’s books and to highlight multicultural authors and others who are contributing to the development of this field. Your comments and suggestions are most welcome. I look forward to our discussions.
-In 2006, 40% of American children were non-white.
-One in four children under the age of five are Latino.
-Yet a ridiculously high percentage of children’s books have the main character as white or are written by white authors.
While I cherish the myriad of amazing children’s books available, children need characters with whom they can identify. Further, for recent immigrant children, learning English and American culture can be overwhelming. Think back to your study abroad experience. Could you imagine doing that as a five year old and not by choice? Or if you’re multiracial, think back to some of the confusing cultural clashes you had at home. While funny now, I’m sure you can appreciate the confusion an immigrant child might experience. But could even your experience have been less confusing if you had these types of books in your home? I think so! I didn’t realize how much my Korean culture was infused in me until I was an adult, but I always knew I was a little different from the white children while growing up.
The books offered at bububooks.com are all bilingual–currently in Chinese/English and Spanish/English–and are not just intended for children of color. As diverse as America is, these books can be read by ALL children!
I grew up bilingual Norwegian-American English. My parents had books in both languages and read them to me from an early age. My Norwegian books are some of my most treasured possessions still.