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This document discusses teaching Latino/a literature in the U.S. curriculum. It begins with an introduction stating that Latino/a literature is widely published but missing from many college curriculums. It then provides details on common Latino/a writer identities and themes they often write about, including living between two cultures. A brief history is given of pioneering Latino/a authors and key genres. The document concludes by outlining various ways Latino/a literature can be integrated into classes and why this representation is important.
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This document discusses multicultural literature and its importance. It defines multicultural literature as books about the experiences of people from different cultures, including mainstream cultures. It notes that multicultural literature can help reduce prejudice by fostering understanding of other cultures and bringing their histories and traditions to life. It also acknowledges that multicultural literature develops cultural pride while also finding common ground between all people. The document outlines some types of multicultural literature and issues to consider when selecting books, such as avoiding stereotypes and ensuring authentic perspectives.Leccion 9.18.12
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This document provides instructions for a class assignment to research and write a biography about a famous Hispanic American to celebrate Hispanic Heritage Month. Students are asked to choose a person from provided websites, fill out a worksheet with facts and include a picture. They will then write a 3 paragraph biography and turn it in the next day to be displayed. The goal is for students to learn about contributions Hispanics have made to American society and culture.american multiculturalism
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The document provides background information on Sandra Cisneros and her seminal work The House on Mango Street. It discusses her upbringing in Chicago, education, and career as a writer. It summarizes the structure, themes, and characters in Mango Street, which is told through a series of vignettes from the perspective of the young protagonist Esperanza. The document also covers Cisneros' style, including her use of poetic devices to show rather than tell and create an authentic voice.Saturday Night Live Skit Analysis揃 Write an analysis of a Satur.docx
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Here are the key points about pidgins and creoles:
- Pidgins develop as a means of communication between groups that don't share a common language. They are simplified linguistic systems.
- Creoles develop when pidgins are passed down to children and become their native language. Creoles are more fully developed systems compared to pidgins.
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21st Century Literature From the Philippinesbasaenjim2
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Teachinglatinolitofus 120521225925-phpapp01
- 1. Teaching the Latino/a Literature of the U.S. Jos辿 A. Carmona Independent Educational Consultant Dade City, Florida, USA
- 2. Dedication by Gustavo P辿rez Firmat The fact that I dont belong to English am writing to you though I belong nowhere in English else, already falsifies what I if not here wanted to tell you. in English. My subject how to explain to you that I Copyright by Gustavo Perez-Firmat
- 3. Introduction The Latino/a literature of the United States, although widely published, is still missing across many campuses and curriculum in the U.S. This literature can be infused across the college curriculum in many ways. The following presentation will illustrate ways of achieving success when teaching this literature.
- 4. Who is the Latino/a Writer? Chicano/a Nuyorican Cuban American Puerto Rican American Colombian American Etc. Dominican American
- 5. Who is the Latino/a Writer? He/she writes from the perspective of living in the U.S. and not from a Latin American perspective. He/she lives in a dichotomy of two dissimilar cultures with distinct values, goals and experiences.
- 6. What Language Do They Use? English Spanish Spanglish
- 7. What Do They Write About? Growing up in the U.S. The Urban Experience/Living in the U.S. Assimilation vs. Acculturation Language Barrier
- 8. What Do They Write About? Dual Identity Longing for Parents Culture/Nostalgia Closeness to the Earth Political Concerns
- 9. What Do They Write About? These themes, as well as others not mentioned here, make up this vast body of literature. The Latino/a writer has the opportunity to select the best from each culture: The Edge Effect Theory (Gustavo Perez- Firmat).
- 10. A Brief History of this Literature: The Coming of Age Events The following novels represent two major events in the coming of age narrative: Pocho (1959), Jos辿 Antonio Villareal A Puerto Rican in New York and Other Stories (1961), Jesus Col坦n
- 11. A Brief History of this Literature: Chicano/a Writers Jos辿 A. Villareal Rudolfo Anaya Tom叩s Rivera Oscar ZetaAcosta Ernesto Galarza Ron Arias
- 12. A Brief History of this Literature: Chicano/a Writers Arturo Islas Victor Villase単or Rolando Hinojosa Gloria Anzald炭a Sandra Cisneros Ana Castillo
- 13. A Brief History of this Literature: Chicano/a Writers II Jimmy Santiago Guillermo G坦mez- Baca Pe単a Lu鱈s J. Rodr鱈guez Richard Rodr鱈guez Gary Soto
- 14. A Brief History of this Literature: Cuban American Writers Jos辿 Mart鱈 Oscar Hijuelos Jos辿 Yglesias Roberto Fern叩ndez Pablo Medina El鱈as Miguel Mu単oz
- 15. A Brief History of this Literature: Cuban American Writers Carolina Hospital Achy Obejas Virgil Su叩rez Ana Men辿ndez Cristina Garc鱈a Margarita Engle Silvia Curbelo Dionisio Martinez
- 16. A Brief History of this Literature: Puerto Rican American Writers Jes炭s Col坦n Edward Rivera Piri Thomas Ed Vega Nicholasa Mohr Ivonne Sapia
- 17. A Brief History of this Literature: Puerto Rican American Writers Judith Ort鱈z Cofer Esmeralda Santiago Abraham Rodr鱈guez
- 18. A Brief History of this Literature: Other Latino/a Writers Victor Perera Junot D鱈az (Guatemalan Am.) (Dominican Am.) Julia Alvarez Silvana Paternostro (Dominican Am.) (Colombian Am.) Jaime Manrique (Colombian Am.)
- 19. How Can We Integrate this Literature in Our Curriculum? Latino/a Studies Programs English/Comparative Literature Classes Spanish Language Classes
- 20. How Can We Integrate this Literature in Our Curriculum? English as a Second Language Classes Latin American Literature Classes Sociology/Psychology Classes
- 21. How Can We Integrate this Literature in Our Curriculum? Environmental Classes Science Classes Mathematics Classes
- 22. Why should We Integrate this Literature in Our Curriculum? Representation in the Classroom Identity Booster Multiculturalism in the Curriculum
- 23. Why should We Integrate this Literature in Our Curriculum? Learn from Our Ethnic Experiences/ Differences Find Who and Where We Are Now Showcase Widely Published Works
- 24. Conclusion Teaching the Latino/a literature of the U.S. is not a simple task. Learning is an ongoing process. Infuse small chunks at a time.
- 25. Conclusion Set attainable goals. Be prepared to make mistakes. Be prepared to learn from students.
- 26. Conclusion: Questions to Ponder Which classes would you infuse right away with the Latino/a literature of the U.S.? How are you going to accomplish this? Where can you get more information?
- 27. Contact Information You may contact me at: joseacarmona@gmail.com By phone at: 386-675-8594 Please, see handouts for bibliographies
- 28. References Augenbraum, Harold and Ilan Stavans. (1993). Growing Up Latino: Memoirs and Stories. NY: Houghton Mifflin. Kanellos, Nicol叩s. (1997). Hispanic Firsts: 500 Years of Extraordinary Achievement. MI: Visible Ink Press. Per辿z Firmat, Gustavo. Dedication. In Hospital, Carolina. (1988). Cuban American Writers: Los Atrevidos. Princeton, NJ: Ediciones Ellas/Linden Lane Press.