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):
Selected grade level:
Evaluation of Multicultural book using the following characteristics: Accuracy:
** 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
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. __
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.
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?
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?
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?
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)?
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?
Excerpt from file: MulticulturalChildrensLiteratureandEnglishLanguageLearners ExamineachildrensbookonaminoritycultureintheU.S.toexplorethewaysthebookcanbeusedfor(1)evaluatingamulticulturalbook,(2) teachingaboutthecultureand(3)forpracticingtheEnglishlanguage.Thisassignmentincludes:(1)apaperinthechartformatbelow...
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