Teacher Interview: Teaching with Immigrant Children Literature
Q: How would you incorporate children’s literature about immigrant children into your reading/literature curriculum? (What steps would you take? What unit or title would the books be under?)
A: As teachers we want authentic learning experiences. Ones that engage the emotions of our students and draw them to empathy, compassion, and connection with what they are learning about. Yet if we want students to do this with literature in a real way, we need to build their comprehension skills. The core comprehension skills fall under 1) Connecting 2) Visualizing 3) Questioning and 4) Inferring. Each of these comprehension units are a perfect platform to incorporate literature with immigrant children because you are already activating their minds to make personal connections, create mental pictures, dig further and analyze, and make logical predictions. And since books are the platform for building comprehension, this is a perfect setting! One thing I have learned in teaching is that anything we want students to truly grasp should be taught cyclically: integrated over and over, but in a deeper way each time. Not necessarily confined to one specific unit.
Q: What are some of the best books about immigrant children that you’ve read and taught? What makes these books stand out?
A: As I was thinking of a lot of books I used, I was trying to find even more books to draw from. I have attached a file with a wonderful book list pertaining to immigrant children (see below). One thing that I think makes these books stand out is that they are very relatable and connect with the heart of most children (even if not immigrant children). I also appreciate how the conclusions are focused on staying true to themselves instead of needing to change their identity.
Q: What is your process for choosing good books about immigrant children? How do you choose books that portray or will teach history accurately (concerning books about immigrant children or historical fiction books in general)?
A: One trick that I have used to find multiple books about a familiar topic is to look at the “suggested books” or “others who bought this book also bought…” when I am selecting a book through Amazon. This always links me to many other authors, stories and resources. Another tip would be to go to Scholastic’s website and type into their search engine what specific topic you are looking for. Our classroom libraries have grown thanks to the help of Scholastic, so we know that their website will always be updated and fresh. As far as making sure the books are teaching history accurately, this takes your own research in order to find out. You can either take the book at its word, or read it and research on your own. While it may not be the most time efficient option, it would be the most effective.
Q: In the books you have read about immigrant children, are there any significant ways that they have portrayed the characters’ process moving to and/or developing a new home? Do the representations of the characters’ new homes lean towards being idealistic or realistic (if you’ve noticed anything)?
A: In my opinion, since immigration seems to be a topic more talked about and processed in classroom settings, the literature is becoming more accurate. Some authors are even writing their books from personal experience (Aliki in “Painted words”), so we can trust that it will be authentic. Sure, since they are the length of a typical children’s story, they sum up pretty quick. That to me is the part that can feel idealistic: the difficult situation being wrapped up in what seems to be a couple days or a week. As the teacher, I would just reinforce the normal span of time it takes to adjust once the book concludes. Talking about the book throughout the book is how every book should be read. If not throughout the book, at least once it concludes to help clarify anything. One of the most significant things that I have seen in recent literature on this topic is how the characters are processing: his/her name is different, his/her family eats different foods, or he/she is having trouble with the language. All these things are very real emotions and experiences for immigrant children.
Q: How might you teach through a book so that students understand the experience that immigrant children went through and the history of the time? (Ex: questions, conversation starters, strategies, activities, etc.)
A: Before you even open the book, have students look at the cover and ask questions and make pre-reading guesses. I always loved having the students write their thoughts or questions on a post –it note and they attached it to a “Pre-reading thinking chart”. On another day, use that as an opportunity to share the background and history of the time period. Refer back to their post-it notes and see if any of them have changed their thinking now hearing about the history. As you read through the text, always review what has been read, make new predictions, and allow for students to connect with the text in some way.
Q: What is your experience from teaching students overseas about historical immigrant children literature?*
I actually felt extremely privileged to be teaching this topic to students overseas. Even though they live the lives of expatriates and are constantly moving, I felt they empathized greatly. For first graders, the depth of their conversation when relating to literature was far deeper than what I had while student teaching in America. While there are many immigrant children in American public schools, a majority of students I taught overseas could relate to language struggles, feeling the need to find a “new” English name, and wishing they could go back home.
Q: What are some of the best or favorite activities that you’ve done in bridging history and literature? Why were these activities beneficial or effective?
A: For me personally, I love using literature as the platform for learning, discussions, and any type of empathy. Even though right now I can’t think of specific activities done, I know that my most rewarding moments as a teacher were when students emotionally related with a concept or text from history. What made most of these moments happen was the timing of it. When students are learning a lot of facts about a time period, bring in a book that helps activate their emotions. Or when students are grasping a particular emotion, add more facts. Both of those things (facts and emotion) help deepen the learning experience. For example: one year for International day, the 1st grade was learning all about the Philippines. They were filled with facts about archipelagos, jeepneys, and flag colors. But once I started sharing about Philippine history and how they were invaded by different people, all of their facts added with empathy made their whole “Philippine experience” so much stronger. Those students talked about the Philippines for the rest of the year! So even though that example was not necessarily about immigrant children, it is the same idea. Always try to incorporate both facts AND emotion into any beneficial and effective learning experience…at least about history. Maybe not math ;)
Q: How do you keep up with good new children’s books?
A: The biggest tip would be to keep checking websites that are producing new material (Amazon, Scholastic, Barnes and Noble, Good Reads). Their customers are always wanting the latest and greatest, so you are bound to find the most updated resources. I haven’t used this feature, but I’m pretty sure on the “Good Reads” website you can sign up to be contacted when new books are released. When I come across an amazing piece of literature, I always like to write down and remember that author’s name. When wanting more solid literature in my collection, I always type in his/her name to see if there is anything new (Eve Bunting, Patricia Polacco, Jane Yolen, Allen Say, etc.).
A: As teachers we want authentic learning experiences. Ones that engage the emotions of our students and draw them to empathy, compassion, and connection with what they are learning about. Yet if we want students to do this with literature in a real way, we need to build their comprehension skills. The core comprehension skills fall under 1) Connecting 2) Visualizing 3) Questioning and 4) Inferring. Each of these comprehension units are a perfect platform to incorporate literature with immigrant children because you are already activating their minds to make personal connections, create mental pictures, dig further and analyze, and make logical predictions. And since books are the platform for building comprehension, this is a perfect setting! One thing I have learned in teaching is that anything we want students to truly grasp should be taught cyclically: integrated over and over, but in a deeper way each time. Not necessarily confined to one specific unit.
Q: What are some of the best books about immigrant children that you’ve read and taught? What makes these books stand out?
A: As I was thinking of a lot of books I used, I was trying to find even more books to draw from. I have attached a file with a wonderful book list pertaining to immigrant children (see below). One thing that I think makes these books stand out is that they are very relatable and connect with the heart of most children (even if not immigrant children). I also appreciate how the conclusions are focused on staying true to themselves instead of needing to change their identity.
Q: What is your process for choosing good books about immigrant children? How do you choose books that portray or will teach history accurately (concerning books about immigrant children or historical fiction books in general)?
A: One trick that I have used to find multiple books about a familiar topic is to look at the “suggested books” or “others who bought this book also bought…” when I am selecting a book through Amazon. This always links me to many other authors, stories and resources. Another tip would be to go to Scholastic’s website and type into their search engine what specific topic you are looking for. Our classroom libraries have grown thanks to the help of Scholastic, so we know that their website will always be updated and fresh. As far as making sure the books are teaching history accurately, this takes your own research in order to find out. You can either take the book at its word, or read it and research on your own. While it may not be the most time efficient option, it would be the most effective.
Q: In the books you have read about immigrant children, are there any significant ways that they have portrayed the characters’ process moving to and/or developing a new home? Do the representations of the characters’ new homes lean towards being idealistic or realistic (if you’ve noticed anything)?
A: In my opinion, since immigration seems to be a topic more talked about and processed in classroom settings, the literature is becoming more accurate. Some authors are even writing their books from personal experience (Aliki in “Painted words”), so we can trust that it will be authentic. Sure, since they are the length of a typical children’s story, they sum up pretty quick. That to me is the part that can feel idealistic: the difficult situation being wrapped up in what seems to be a couple days or a week. As the teacher, I would just reinforce the normal span of time it takes to adjust once the book concludes. Talking about the book throughout the book is how every book should be read. If not throughout the book, at least once it concludes to help clarify anything. One of the most significant things that I have seen in recent literature on this topic is how the characters are processing: his/her name is different, his/her family eats different foods, or he/she is having trouble with the language. All these things are very real emotions and experiences for immigrant children.
Q: How might you teach through a book so that students understand the experience that immigrant children went through and the history of the time? (Ex: questions, conversation starters, strategies, activities, etc.)
A: Before you even open the book, have students look at the cover and ask questions and make pre-reading guesses. I always loved having the students write their thoughts or questions on a post –it note and they attached it to a “Pre-reading thinking chart”. On another day, use that as an opportunity to share the background and history of the time period. Refer back to their post-it notes and see if any of them have changed their thinking now hearing about the history. As you read through the text, always review what has been read, make new predictions, and allow for students to connect with the text in some way.
Q: What is your experience from teaching students overseas about historical immigrant children literature?*
I actually felt extremely privileged to be teaching this topic to students overseas. Even though they live the lives of expatriates and are constantly moving, I felt they empathized greatly. For first graders, the depth of their conversation when relating to literature was far deeper than what I had while student teaching in America. While there are many immigrant children in American public schools, a majority of students I taught overseas could relate to language struggles, feeling the need to find a “new” English name, and wishing they could go back home.
Q: What are some of the best or favorite activities that you’ve done in bridging history and literature? Why were these activities beneficial or effective?
A: For me personally, I love using literature as the platform for learning, discussions, and any type of empathy. Even though right now I can’t think of specific activities done, I know that my most rewarding moments as a teacher were when students emotionally related with a concept or text from history. What made most of these moments happen was the timing of it. When students are learning a lot of facts about a time period, bring in a book that helps activate their emotions. Or when students are grasping a particular emotion, add more facts. Both of those things (facts and emotion) help deepen the learning experience. For example: one year for International day, the 1st grade was learning all about the Philippines. They were filled with facts about archipelagos, jeepneys, and flag colors. But once I started sharing about Philippine history and how they were invaded by different people, all of their facts added with empathy made their whole “Philippine experience” so much stronger. Those students talked about the Philippines for the rest of the year! So even though that example was not necessarily about immigrant children, it is the same idea. Always try to incorporate both facts AND emotion into any beneficial and effective learning experience…at least about history. Maybe not math ;)
Q: How do you keep up with good new children’s books?
A: The biggest tip would be to keep checking websites that are producing new material (Amazon, Scholastic, Barnes and Noble, Good Reads). Their customers are always wanting the latest and greatest, so you are bound to find the most updated resources. I haven’t used this feature, but I’m pretty sure on the “Good Reads” website you can sign up to be contacted when new books are released. When I come across an amazing piece of literature, I always like to write down and remember that author’s name. When wanting more solid literature in my collection, I always type in his/her name to see if there is anything new (Eve Bunting, Patricia Polacco, Jane Yolen, Allen Say, etc.).
*The teacher interviewed here taught first grade at an international school.
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