Language Arts - Volume 81, Issue 4, 2004

This article looks at fifth graders’ interpretations of Friends from the other side/Amigos del tro lado by Chicana/Mexican American feminist writer Gloria Anzaldúa (1993). Drama-in-Education strategies were the pedagogical tools used to facilitate the students’ engagement in dialogues that moved them from understanding aspects of the life and social reality of Mexican undocumented immigrants on the US/Mexico border to questioning issues of citizenship and justice. Three (3) overarching themes were identified that extended through the dialogues and the drama: First, Making sense of the issues, where the students began to talk and make sense of social issues presented in the text such as citizenship, representation and language. Second, Friendship and compassion. Finally, Becoming critical: Understanding the multiple perspectives involved.

In this article, the researcher incorporated art as a central venue for response to literature for young bilingual students (1st through 3rdgraders) in an urban school setting in a Latino community. Both art experiences (painting, molding clay, sketching) and discussion on the art in picture books facilitated interesting responses from children recently transitioned into English language classrooms. The children’s oral responses were categorized and special attention was given to the integration of cultural connections, links to family funds of knowledge, and critical discussions inspired by art generated in literature circles.

Real time, online chats provide an alternative space for engaging reading in making meaning through literature.

Focusing on the talk of children who are not excelling in school challenges and expands our view of what counts as knowledge.

A teacher negotiates her role as students transition from teacher-led to student-led discussions.

Teachers and families create time and space for talking about literacy issues.

The word “literacy” is semantically saturated. If it is broadened to mean the ability to make sense of everyday life, then we must genuinely value, better understand, and more actively promote the very means by which we live our lives—conversation. The four books reviewed in this column offer practical ideas and suggestions for achieving these goals.

A committee appointed by the board of the Children’s Literature Assembly reviews books each year to select the Notable Children’s Books in the Language Arts.