Multicultural Children’s Literature and English Language Learners

Multicultural Children’s Literature and English Language Learners


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Multicultural Children’s Literature and English Language Learners

Examine a children’s book on a minority culture in the U.S. to explore the ways the book can be used for (1) evaluating a multicultural book, (2) teaching about the culture and (3) for practicing the English language. This assignment includes: (1) a paper in the chart format below SUBMITTED ON CANVAS, and (2) an in class Professional Dialogue on 11/29 related to the books and possible activities. You will need to bring the book with you to class that day. The assignment can be completed (a) individually, or (b2) in a team of two.

Complete the chart with the following information. Bring a typed, hardcopy into class to submit to your instructor. DUE DATE: 11/29 Evaluation: 6 points - Completeness, accuracy, and timely submission; 2 points – Presentation (including completing the presentation with the book and the chart in class)

Your name (s):

Reference for the book in APA (6th edition):
Culture represented:

Selected grade level:

Evaluation of Multicultural book using the following characteristics: Accuracy:

Expertise:

Respect:

Purpose:

Quality:

** use see criteria for evaluation multicultural literature developed by Dr. Agosto (provided at the end of this document); use the information to explain how these are accomplished in the selected book;

**with the help of the evaluation sheet (below), provide a short evaluation of the book.

Surface Culture/Deep Culture Identify and list three surface culture elements that are emerging in the book. : E.g. Taco: the family has taco for dinner, on p. 5) Identify and list three deep culture elements that are emerging in the book.
E.g. no eye contact: The male and female characters avoid eye contact on p. 8

  1. Activity: For the selected grade level, design an activity which would be appropriate to use with the purpose of assisting children to understand either about the surface level or the deep level of the given culture. An activity that integrates arts, music, and/or PE or any other subject areas (See grade appropriate Florida Standards) and incorporates creativity, hands-on approach is highly recommended. Also give a two sentence justification for your activity. a. Description the procedure of the activity in a step-by step manner:

b. Short justification:

Cognates 1. Identify and list at least 10 Spanish- English cognates that you can find in the book. Consult with http://www.angelfire.com/ill/monte/findacognate.html. Use the format below. e.g. English: __music______, Spanish:__música_________ p. 5 English: _______________Spanish:_________________p. __ English: _______________Spanish:_________________p. __

  1. Activity: For the selected grade level, design an activity with the purpose of assisting children to make connections between Spanish and English cognates and to facilitate their learning of new vocabulary. Fun activities, creativity, hands-on approach are highly recommended. Also give a two sentence justification for your activity. a. Description the procedure of the activity in a step-by step manner:

b. Short justification:

Grammar and Syntax 1. Identify and list four examples of four different aspects of the English language (e.g. specific tenses, passive voice, infinitives, gerunds, auxiliaries, relative clauses). Use the quote from the book and identify the grammatical structure. Consider the aspect of the English language that might be challenging for students with Spanish as a native language These grammatical structures can be practiced be practiced with the help of this book.
1. 2. 3. 4.

  1. Activity: Select one, and describe how you will explain to your ELL why this is the correct form. Consider their age.

CRITERIA FOR EVALUATING MULTICULTURAL LITERATURE Denise E. Agosto, Ph.D. (DO NOT ATTACH THIS DOCUMENT__ ONLY ENTER THE SUMMARY ON THE FORM ABOVE AT SECTION EVALUATION OF BOOK) High quality multicultural literature shares five major characteristics: accuracy, expertise, respect, purpose, and quality. These five characteristics serve as excellent evaluation criteria. Each is discussed below, and sample questions for assessing these characteristics are offered. 1. Accuracy. Accuracy of cultural representation is a crucial aspect of high quality multicultural literature. Inaccurate portrayals can mislead readers and perpetuate stereotypes. To assess accuracy, consider questions such as: Are cultural aspects (food, dress, flora, fauna, etc.) portrayed accurately?
Does diversity exist among the members of each cultural group portrayed? (Remember that no culture is monolithic. For example, each member of an ethnic group has slightly different facial features. Groups of people should not appear to have identical faces in illustrations; they should look like individuals.)

Are non-English words spelled and used correctly?

Is historical information correct?

  1. Expertise: Creators of multicultural literature must have sufficient background knowledge to create accurate portrayals of a cultural group. To assess expertise, consider questions such as: According to any author/illustrator notes or biographical information, are the author and/or illustrator qualified to write or illustrate material relating to the culture(s) portrayed? How?

Have the author and/or illustrator conducted related research? If not, have they lived among (either as a member of or as a visitor to) the groups of people represented in the work?

  1. Respect. Creators of multicultural literature should exhibit respect for the cultures they portray. To assess respect, consider questions such as: Do the author and/or illustrator avoid the representation of stereotypes in the characters' speech, appearance, and behaviors?

Do the author and/or illustrator avoid using a condescending or negative tone in relation to cultural characteristics of the characters and setting?

Are minority characters portrayed as equal in societal worth to majority characters, or are they represented in subordinate social positions? If so, is there a legitimate reason for this representation, or is it due to cultural biases of the author/illustrator?

  1. Purpose: Although good literature contains universal themes, there should be a purpose for using a particular setting or for representing characters of a particular cultural background. To assess purpose, consider questions such as: Does the cultural setting add to the work, or does it seem superfluous? Could the work succeed equally well if it used a different cultural setting (or characters from a different culture)?

  2. Quality: Multicultural literature must meet the general quality standards applied to all other literature, such as well-developed plots, settings, and characters for texts, and the distinctive use of composition, color, and perspective for illustrations. To assess quality, consider questions such as: Does the work ring true to you?

Does the dialogue sound natural, not forced?

Is the item high quality overall, independent of its multicultural characteristics?

Source: http://www.pages.drexel.edu/~dea22/multicultural.html

Multicultural Children
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Multicultural Children’s Literature and English Language Learners

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