Nicolette W. Perrault
In this part of the unit I would introduce the term “multicultural literature” to the students and tell how it came about. Instead of just giving them information, I would prefer to address certain questions that, I think, are relevant questions as a way of explaining what the term means especially with regard to them. The students would have these questions given to them in handout form. As I address each question the students would write responses in the appropriate spaces. Here is a sample of the questions to be addressed.
1.
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What is multicultural literature?
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2.
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How did it come about?
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3.
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If Johnny can’t read, will this help him to learn?
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4.
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Will it increase levels of motivation in students?
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5.
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How will it change the way students learn?
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6.
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Will the classics become passe?
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7.
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What about traditional literature? Didn’t we learn more and learn better the old way?
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8
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Will this prepare students for what’s expected from them in college?
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9.
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How will this help students in the long run?
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10.
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How will it affect our school?
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Multicultural literature is written and/or spoken material that enlightens, interests, entertains, broadens, and stimulates those who are either listening to or reading it. It is a form of literature which reflects the traditions, values, beliefs, and customs of diverse ethnic cultures.
Students are given reading and comprehension tests in school at the 4th, 6th, and 8th grades. Scores from students in each state are compared across the U.S. Recent scores indicated that students were not progressing in either area. In fact, scores reflecting their aptitude had fallen drastically. Usually teachers are held accountable for every fallacy in the education system. However, this time educators decided to re-examine the texts, literature texts, that were being used to instruct students. They decided that the basil readers used in the elementary grades needed to contain stories which were not only high interest stories to motivate students, but they needed to contain stories with which the students could identify. The new readers now have African American, Latino, and Asian kids sharing common experiences. Behind each lesson there are directed questions which are specifically geared toward increasing levels of comprehension. There are literal, creative, and critical thinking questions. The objective of these units is based on the premise that the students will read more and read analytically because they are reading about people and situations which interest them.
On a more advanced level, the theory behind the whole approach is basically the same. Instead of basals however, the novel can be used to serve the same function. In high school increasing motivation is not an easy task, particularly when the student has already lost his or her desire to read in either elementary or middle school. Educators believe that again if students are reading about characters and situations with which they share a common experience, then they will develop an appreciation for reading and therefore read more extensively.
This approach is also being evidenced in history texts and science texts. Narrative formats are being used in history texts because studies show that students are able to grasp and retain information that is in story format. In science textbooks difficult material is made easy to comprehend by restructuring the format and the language. [At this point we will examine some newer textbooks that the students have in class with them.]
Some proponents argue that if students are taught from this prospective, for example a watered-down version of
The Scarlet Letter
, they are not being exposed to the true beauty of the language used in the original classics. They argue that the very essence of the novel is lost and that this facsimile does not expose students to challenging vocabulary. They also argue that the simplified language lowers levels of expectations. Therefore, levels of performance are also lowered.
In examining the new Prentice Hall anthology which is accompanied by a teacher’s edition and a teacher’s guide which includes supplemental activities, vocabulary assignments, creative writing assignments, and chapter and unit tests, we see that students are exposed to the traditional format of American literature simply placed in a more contemporary style. Added to this, there are colorful paintings to help students visualize the theme or message which characterizes the author’s work. It’s a beautiful, well-organized anthology, but all of the writers are the same as those which appeared in older anthologies. In the last section of the book some contemporary authors have been added like Alice Walker author of
The Color Purple
. Also a sample writing of each author has been included. Though I learned from textbooks which were traditional, time brings forth change. The present generation of students may profit more from a combination of both. What do you think?
Now when you get to college, that’s a whole new ball game. I think that most students are not prepared for the college experience with respect to courses in literature. For many of them it’s a rude awakening. Students in college have to be able to write intelligently and develop ideas drawn from a wealth of experiences gained through extensive reading. So what happens when you haven’t read? That’s right! You got it dude! That is why quite a few students drop out after the first year or sometimes even the first semester.
I think in most cases levels of achievement and success are directly proportional to levels of education. In the past you could have made it with only a high school education. You could end up making good money in a factory or a big company. You could pass a civil service test and get a descent paying job in the post office or the phone company right after graduation. These jobs are drastically being cut today. People with 15, 20, and 25 years of service are being terminated. So what will the future hold for you? You will have to be able to compete for the limited jobs that are out there. In order to be competitive, you will need more than the minimum requirement, a high school diploma. You will need a degree or a minimum of two degrees.
Right now, we are in the process of planning curriculum for next year, and it’s an ongoing battle. Some teachers want to stick with only the classics, while others want to develop units based on themes from the contemporary novels that have found their way into our bookroom. In addition to the two factions mentioned, there are some teachers who are straddling the fence. They say why can’t we do both? The argument will continue, the year will soon come to a close, and when the fall rolls around, each teacher will do exactly what he or she has done in the past, and life will go on at Wilbur Cross High.