HispanicVista Columnists
Changing Literary Lanes in America
By Manuel Hernandez
Once upon a time, there was an English teacher who read stories to
us as children in American schools in small towns, big towns and cities
across the United States. We the children developed interest, gained
understanding and learned to appreciate and love the American and British
classics. Many of us took different roads and crossed a diversity of
bridges, but the stories of
Alice in Wonderland,
Huckleberry Finn
and Sleepy Hollow and the passion for literature are deeply ingrained
in our hearts. But that is not the story for millions of Latino kids, who as
teenagers are placed in America's schools speaking a different language and
coming from a different literary tradition. Nonetheless, these teens are
expected to pass city, national and statewide exams without having the
literary experiences that we all had as American children.
The Department of Education estimates the amount of Latino
children in American schools at 5,000,00. Approximately half of these are
recently arrived teen immigrants. There presently could be more than
1,000,000 students who may face the greatest academic challenge of their
lives. How can these students perform academically at mainstream level
without having a literary foundation that will sustain their formation as
students in a highly competitive educational system? How will they be
prepared to make a sudden and quick change in literary lanes with one, two
and even three years to prepare? It simply does not make sense! The American
educational system must be more receptive and inclusive to the so-called
“minority literatures” and allow a swift and smooth change in literary
lanes. In many schools, it is only during Hispanic Heritage Month that
Latino teens have the opportunity to read and hear about Piri Thomas, Pat
Mora, Julia Alvarez and Cristina García, just to mention a few.
United States based Latino/a literature written in English by
Latino/a immigrant writers themselves helps to make a transition in literary
lanes to the literature of Hemingway and Shakespeare. The literature
constructs upon the Latino teens' prior experiences and skills. It is a
mirror of the language, culture and history of the American Latino
experience and allows them to transform their learning experience into a
dynamic, pro-active and meaningful adventure with purpose and a greater
understanding of themselves.
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 right 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.
A new lane to work cooperatively to address the educational concerns that Latino teens face is needed. It is the changing of literary lanes so that all children have the opportunity to develop the necessary skills to pass the high school and college entrance exams and complete and undergraduate and graduate degree to realize the American Dream and succeed.
________________________________________________________
http://www.editorialplazamayor.com/autores/manuel_hernandez.htm
Manny Hernandez -- mannyh32@puertoricans.com,