Children’s Book Review: My Papi has a Motorcycle by Isabel Quintero


A CHILDREN’S BOOK THAT HONORS CHICANX STUDENTS CULTURAL AND LINGUISTIC HERITAGE

It was an honor to write a blog post promoting Isabel Quintero’s bookMy Papi Has a Motorcycle, for many reasons, but one of them is because I also grew up in Southern California. The illustrations, Zeke Peña, created resonated with me because they reflected store icons, like the panadería, and murals, like the one about migrant workers marching for justicia, that I grew up seeing in my hometown of Santa Ana, CA. This multicultural and multilingual book, Mi Papi tiene una motocicleta (also available in Spanish) offers readers a description of the rich linguistic and cultural background of a little girl, Daisy Ramona, and her father cruising through their (gentrifying) neighborhood.

The book starts off with Daisy describing her Papí and the kind of construction work he does, but also his love for motorcycles. The misconception that exists in our nation that bilingual and Latinx students “do not have the vocabulary they need to succeed in school” is problematized with Daisy explaining, “From [my Papí] I’ve learned words like carburetor and cariño, drill, and dedication.” Teachers could use this as a way to start a conversation with students about the kind of work their parents do. By inviting parents into the classroom to share about their (cultural) funds of knowledge (Moll, 2005) related to their occupation or their culture teachers validate students backgrounds and place value on the knowledge their parents share with them.

As a scholar and practitioner of bilingual education, this is also an ideal book to talk about gentrification and the implications it can have on communities of color. For example, the closing of the raspados (shaved ice) shop and the construction of new homes are both signs that a neighborhood is changing. Gentrification is the notion that by changing a neighborhood to reflect “White and middle class” norms, it is also perceived as an “improvement” to the existing community. Daisy gives readers a different perspective about her beloved community. The author and the illustrator do a wonderful job portraying what Daisy values about her unique barrio: the people who live there! Educators could also discuss the shops that are reflected in the book such as the tortillería, panadería,and the raspados y carnecería. These are iconic neighborhood stores in traditionally Mexican communities in the U.S. where pan dulce (sweet bread), tortillas, and raspados (shaved ice), and meat are sold.

Teachers could also use this book as an opportunity to invite other languages, like Spanish, into the classroom. Daisy is bilingual and draws from her linguistic repertoire to share about her Latinx friends, family and the community they live in Southern California. In fact, the use of Spanish and English is woven throughout the book in a way that elevates the status of Spanish, which is crucial especially in the U.S. context. Quintero literally placed Spanish above English when translated. Quintero also, at times, leaves out the English translation because it simply is not necessary, or perhaps she wrote the book with bilingual children in mind who do not need translations. Most importantly, Quintero uses Spanish and English in, what I like to think of as the authentic ways individuals from bilingual communities speak. For example, Daisy’s Papí asks a co-worker in Spanish, “Trabajando duro, muchachos?” and the co-worker responds in English, “A little bit, not too much.” They are using different languages, but understand one another and do not need to translate: linguistic brilliance.

I do hope all readers enjoy this book and are able to see it as either mirroring their own community or a window into another community and as an opportunity to learn about people who may be different than themselves. Lastly, my favorite part about this book was that it illustrated people of color doing everyday things in life and just being themselves. Those kind of high quality books about people of color are hard to come by! Isabel and Zeke, thank you for sharing such a beautiful story! I fell in love with it!

Advertisements

Latinx Community Raising Bilingual Children

Ever since I decided to raise my daughters in a bilingual world I knew that I didn’t fit the profile of the many “how to raise a bilingual child”  books I was reading. First, the “one parent one language” (OPOL) method wasn’t a right fit because both my husband and I are bilingual. The “minority language at home”(M@LH) method also did not fit because it is simply not how we identify as bilinguals. I decided to draw from a second language acquisition theory referred to as input/output theory. My main goal was to expose my daughter to as much Spanish as possible. The only challenge was that my husband and I spoke to each other in English–not exactly the OPOL or MLH method. For us it looked more like–English  to each other, Spanish with our daughter– ~100% of the time. What ended up happening? The first 2 1/2 years of her life she was Spanish-dominant.

During this time I was also in graduate school pursuing a PhD in bilingual/bicultural education. It was through that experience that I began to change my approach as to how I, a bilingual Latina, born and raised in the U.S., chose to expose my daughter to her heritage language, Spanish. I went from saying, “Hablame en espanol” to “Habla los dos idiomas porque eres bilingue.” What I’m trying to say is that our approach was and is different. It is a reflection of how we “do being bilingual.” The  OPOL or ML@H methods are grounded in this idea that languages should never make contact, but in reality they do. These methods are ones that are supported by the dominant group in the U.S.–a group who recently has decided to try and raise bilingual kids, too. Don’t get me wrong, this is a good thing. This is, in many ways, a bilingual dream come true. The problem I have with it is that the ways my daughter and I “do being bilingual” as members of a Latinx community are not being supported in school sanctioned zones because monolingual English-speaking students need and expect full immersion in Spanish. The second issue is that dual language programs are on the rise and many more are using a lottery system  to accept individuals. This seems like a “fair” method, but in reality it’s not. Spanish is now a product that families want for their children while Latinx families have been trying to pass down their heritage language (many times) with great difficulty because of the power English has in the U.S. If it were up to me the Latinx community would get preference in dual language programs.

Had someone told me that what I learned about bilingual education, language acquisition, language policy, etc, would look and feel so much different in practice I probably would not have believed them. I see the problem with the “preferential” treatment, but when institutional racism and privilege exists drastic thoughts surface. Unfortunately, this idea of the Lartinx community getting preferential treatment in dual language programs will( likely) never be manifested because we have a system in place that privileges those in power.

For more about this topic please read Guadalupe’s Valdes’ cautionary note.

 

 

 

Co-authored a Huffington Post Article about CA’s Proposition 58- LEARN

Please help me in spreading the news about California’s Proposition 58 – (Language Education, Acquisition and Readiness). It will be on the November ballot and we must get California residents to vote YES. Voting YES means ALL students in the state of CA will have the opportunity to receive a multilingual education. This isn’t the first time I have urged the public to become advocates for bilingual education, so please take a moment to read about the proposition and share it with friends, family, and colleagues that can vote in the state of California.

Some may ask why I have an invested interest in seeing this proposition pass. I grew up in Southern California and in a bilingual community up until 8th grade. I personally did not benefit from bilingual education, but would love to see it an option for all students, but, especially students who come from bilingual homes.

Please click on the link below to read the Huffington Post promoting CA Proposition 58.

http://www.huffingtonpost.com/american-anthropological-association/save-ca-residents-from-a_b_11387726.html

Multilingual Education: California Education for a Global Economy Initiative (California EdGE Initiative)/Senate Bill (SB) 1174

This post is about Senate Bill 1174 which would repeal and amend proposition 227 of 1998 in the state of California. Proposition 227 ended bilingual education services for students who did not speak English. The new bill would provide services for ALL students in the state of California that would put them on the path to becoming bilingual.

I’m in the middle of writing the findings chapters of my dissertation, so this post is not as developed as I would like. What I am going to do is list websites below that talk about the upcoming SB 1174 in order to help spread the word. My goal is to include a diverse set of website that offers different perspectives:

https://ballotpedia.org/California_Multilingual_Education_Act_%282016%29

http://www.cnn.com/2014/03/04/opinion/carter-bilingual-education/index.html

http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140SB1174

http://www.latimes.com/local/political/la-me-pc-calif-senate-panel-advances-bill-to-restore-bilingual-education-20140430-story.html

http://sd33.senate.ca.gov/news/2014-02-20-senator-lara-announces-bill-supporting-multilingual-education

http://moramodules.com/sb-1174-talking-points

http://leginfo.ca.gov/pub/13-14/bill/sen/sb_1151-1200/sb_1174_bill_20140423_amended_sen_v98.pdf

Video about the bill by Senator Lara:

I will continue to add to the list.

The one aspect about this SB 1174 that I, as well as many other advocates of our heritage speakers of Spanish in the U.S.A., would like to point out is that the promotion of this senate bill fails to mention the cultural and linguistic benefits it can have for the population it was initially intended for.

#roughdraft