HispanicVista Columnists
The Literature of the Latino/a Experience and its Relevance in the English Classroom
By Manuel Hernandez
February 6, 2006
The literature of the Latino/a experience in
the United States of America closes the gap on education in the United
States. Voices of concerns have been depicted in newspapers, websites and
statistics across America. On November 30, 2003, Fox television featured a
segment on its series on education to vividly document stories of children
with problems with standardized testing. Even the United States Department
of Education has opened an Office (White House Initiative on Educational
Excellence for Hispanic Americans) that is designing, coordinating and
finding ways to improve the educational excellence of Latino children. The
American educational system is looking for answers and embarking on a
journey of redefining its solutions. An alternative to the teaching of
literature is the integration of the literature of the Latino/a experience
in the English curriculum.
According to the 2000 United States Census statistics, there are 35.8 million people of Latino origin living in the United States mainland. The ones that migrated to the United States before, during and immediately after World War II, and those who were born and grew up in the United States have come out of the melting pot and have become a vital force developing a voice in American letters today. Latino/a authors have developed a literary voice of their own and are being anthologized by mainstream publishing houses like never before. Piri Thomas, Esmeralda Santiago, Julia Alvarez, Sandra Cisneros, Tato Laviera and Abraham Rodriguez have become household contemporary names that are not only being published and read in American schools but have broken paradigms by interacting and sharing, reading and positively influencing young adult audiences in schools and colleges in the United States.
The study of literature is the only real
academic situation in which students have to explore issues that are
relevant to their interests. Latino/a literature combines the language,
history and the cultural expression of the Latino/a experience that allows
students to examine these themes and make language their own by making
personal connections with their lives and background information. The
characters in the story, the settings within the conflicts and the poetic
language all express the experiences of the recently arrived, and even
portray universal situations that all teens go through. Themes include
education, identity, varied approaches to race, self-acceptance,
self-esteem, peer-pressure, family, domestic violence, sex,
mother-son-daughter; father-son-daughter relationships, just to mention a
few. Effectively used and integrated, Latino/a literature may improve
academic outcomes and provide the preparation needed for students to enhance
their scores on city, national and state testing requirements.
Although Latinos have been migrating to the United States since the
middle of the 19th century, it is not until the publication of Down These
Mean Streets by Piri Thomas in in 1967 that their presence with a literary
awakening became evident. People from all the Caribbean, Central and South
America came to the United States inspired by "job opportunities, low air
fares and the expectations of those that had already pioneered the way (The
Nuyorican Experience, Eugene Mohr p.25)." The sudden and unexpected growth
of the United States Latino population brings forth interesting yet
unanswered questions. How will present and future governments address the
staggering high school dropout rate amongst Latinos? What specific
educational proposals will be developed to empower American Latinos to face
critical social, economic and political issues in the up-coming years? What
strategies, methodologies and innovative ideas will be developed to help
Latino teens improve their scores on city, national and state testing
requirements? In order for Latinos to have an active role in the world of
cyber-space, high-tech and global entrepreneurship, the educational system
must produce critical thinkers who can become pro-active participants in
society.
Today's critical thinkers are required by the educational system to be pro-active and master reading and writing skills. Recent studies indicate that there is a strong relationship between reading and writing. Two scholars in the area (Noyce and Christie, 1989) state that the mind assimilates information to explain the missing link between skills and reading/writing. The new Scholastic Aptitude Test (SAT) will have three sections: reading, writing and math. The changes will provoke spontaneous and widespread curriculum changes in the United States that will without a doubt affect the education of Latinos and other American teens as well. Therefore it is up to teachers to include additional instruction to help students fill in those missing links. Closing the gap on standardized testing means going beyond the classics and traditional literature. The classics will always be part of our curriculum, but Latino/a literature provides children with choices and helps create interest in reading and writing which will in return augment scores in the nations report card, the National Assessment of Educational Progress
Additional research in the study of young adult literature demonstrates that language is learned through use rather than through practice exercises. Second, children need to be given opportunities to make language their own by making connections with their lives and background information. Finally, A well-designed reading and writing program should provide opportunities for diverse daily reading and various types of writing. There is no need to hide or deny that recent arrivals are confronted with the issue of assimilation.
Assimilation comes in different forms and
different colors. In Piri Thomas'short story "The Konk", a young boy
straightens his hair to be accepted by friends and family, but once he meets
their standards, he is faced with hostility and rejection. In the process of
assimilation and belonging, Latinos are faced with situations of race,
identity and culture when they adapt and adjust to a new way of life.
American Jewish Puerto Rican poet Aurora Levins-Morales explores multiple
identities in "Child of the Americas":
I am a child of the Americas
a light-skinned mestiza of the Caribbean
a child of many diaspora, born into this continent at a crossroads
I am a US Puerto Rican Jew
a product of the ghettos of New York I have never known
An immigrant and the daughter and granddaughter of immigrants
...(Latino/a Literature in The English Classroom, Manuel Hernández,
p.318)
The so-called new literature is like a mirror where teens will be
motivated to reflect upon and analyze personal experiences. Before students
develop reading comprehension, literary appreciation and written
communication skills in another language (English), the student makes a
personal connection first. While they develop interest, the appropriate
literary environment is created. Then, the transition is established, and
Latino/a literature becomes a tool/facilitator whereby the changing in
literary lanes occurs systematically and spontaneously with the
encouragement and support to drive across the bridge to the other side: the
classics.
- The literature of the Latino/a experience is not only relevant but also essential in the English classroom. I strongly suggest that it should be used to supplement classical literature in the English curriculum in the United States. It is time that this new literature (1967-to the present) be studied at a higher level of literary appreciation and analysis. Especially, over the last twenty years, the stories, poems, novels and plays written by Latino/a writers have become overwhelmingly popular not just in schools and colleges in the United States, but throughout the world. Just a few years ago, Nuyorican writer, Miguel Piñero was the central figure of a motion picture, and short stories, poetry and essays written by Latino writers frequently appear in major magazines and in numerous classroom anthologies and textbooks. Julia Alvarez's novel, In the Time of the Butterflies, and Josefina Lopez's play, Real Women Have Curves have become major films. PBS recently documented Piri Thomas' life and literary contribution in the nationally acclaimed; Every Child is Born A Poet. It is time to integrate Latino/a writings to those reading lists in high schools. Secondly, I suggest that the SAT's should also include at least one or two writings (Latino/a authors) from the reading lists in the exams. If students read them, why not test them on the subject. Finally, I strongly recommend that educators rally and become advocates of Latino/a literature. This is not the work of one, but of many working together to provide teens with the opportunity that by grace we have all received; an education.
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- Also visit: http://www.puertoricans.com/
- (Editor’s note: Manuel Hernandez created a Yahoogroup for the discussion of literature and education. HispanicVista highly recommends this effort and urges its readers to join and participate. Write to Manuel at: mannyh32@yahoo.com or visit and join at: http://groups.yahoo.com/group/latinoliterature)