Culturally
Relevant Classroom Libraries
AEMP makes available the following resources to assist teachers
in the development of culturally appropriate classroom libraries:
An
abbreviated list of African American Literature by grade level.
An
abbreviated list of books for "Contrastive Analysis" use
with African American SELs.
An abbreviated list of
Chicano/Mexican American Literature by grade level.
An
abbreviated list of Native American Literature by grade level.
An
abbreviated list of Hawaiian American Literature by grade level.
Rationale
The
positive role of authentic literature, and time for reading and being
read to, in enhancing reading and writing skills, has been documented
in the research (see, Cooper, 1997, Harris, 1995, Krashen, 1992, Smith,
1988).
Harris, (1995), reports cognitive, linguistic and aesthetic benefits
derived from interactions with literature. They include "improved
comprehension, increased vocabulary levels, enhanced critical- thinking
skills, enjoyment of the creative uses of language and art, exposure
to a variety of linguistic models, increased knowledge about oneself
and the world, and models for solving conflicts or problems." (p.
237).
Sulzby, (1994), extols the virtues of reading to children. He states
"young children who are read to before formal schooling are ushered
into an understanding of the relationships between oral and written
language." (p. 246).
Because being read to is often not part of the home literacy experience
of SELs, AEMP strongly supports literature in classrooms and reading
to students daily. Building on the research, which asserts that the
literature infused into classrooms should be culturally conscious, it
is important for culturally different children to have opportunities
to engage with literature which provides them opportunities to engage
in historically authentic texts tied to their own experiences.
Barrera (1992), in a study of an elementary school located in a metropolitan
center in the southwest United States found the program literature dominated
by themes and characters that often did not reflect the faces, experiences,
and histories of many of the children at the school. According to Harris,
(1995), culturally relevant books present authentic, real world situations
which enable students to use the knowledge they possess, transfer their
knowledge to analogous situations, or create new knowledge and understandings.
FOR
MORE INFORMATION ABOUT THE
AEMP PROGRAM CONTACT:
Noma LeMoine Ph.D., Director
(noma.lemoine@lausd.net)
Programs for Standard English Learners
Academic English Mastery Program
333 Beaudry, Los Angeles, CA 90017
Instructional Support Services, 25th Floor, Room-131
PHONE (213) 241-3340 FAX: (213) 241-8495
