ABSTRACT

Title of Dissertation: USING BORDERLANDS LITERATURE TO

INCREASE INTEREST IN LITERACY IN THE

HERITAGE LANGUAGE: TEACHER RESEARCH

WITH LATINO/A TEENAGE STUDENTS

Magda A. Cabrero

Doctor of Education, 2011

Dissertation directed by: Professor Linda Valli

Department of Education

This ethnographic action research documents my reflective practices as a teacher of Spanish for Heritage Speakers as I worked to engage my Latino/a students in literacy. In pursuit of this goal, I used borderlands literary topics, which deal with the dual experience of the immigrant or child of immigrants who lives a bicultural and bilingual existence, to guide students to explore their linguistic and cultural identities.

I used several strategies to engage students, including independent reading, discussions of class readings, projects, movies and writing assignments. Throughout

the process, I sought to acknowledge students’ agency and draw on their perspectives, seeking their input and making use of reading topics that addressed the issues of socio-economic marginalization with which many students identified. As I lacked previous experience teaching Spanish for Heritage Speakers classes, I also sought the professional advice of five teachers who were veterans of the course. My experience suggests a connection between identity exploration and interest in reading in the

Latino/a teenager, a finding with implication for how to engage the Latino/a student in literacy. My experience also sheds light on the roles played by the teacher of

Latino students and the curriculum, as well as on the use of ethnographic action research as a way to become culturally responsive. This research adds to the body of knowledge about the experiences of 1.5 and 2 nd generation students, including

students of dual Latin American heritage, and emphasizes the heterogeneity within

the Latino/a culture.

USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN

LITERACY IN THE HERITAGE LANGUAGE:

TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS

By

Magda A. Cabrero

Dissertation submitted to the Faculty and Graduate School of the University of Maryland, College Park in fulfillment of the requirements for the degree of Doctor of Education 2011

Advisory Committee: Professor Linda Valli, Chair/Advisor Professor David Imig Professor Victoria-Maria MacDonald Professor Carol Parham Professor Jean Snell

© Copyright by

Magda A. Cabrero

2011

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Dedication

To my 43 Latino/a students and to all of my other hijos infinitos , I wish for you more visibility in the curriculum and a heightened sense of social and academic identity, that the label at-risk may cease being associated with you.

To the alpha and omega of mis hijos infinitos , my sons Andrew and Zachary, so that you may come out of your young lives with a strong and positive sense of identity as the amazing beings you have the potential to become.

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Acknowledgements

To my venezolana mother Zahydée Chastre de Cabrero whose strength, love, and belief in me have always been major engines of my life.

To my deceased puertorriqueño father Andrés Cabrero Oronoz, whose love and support throughout his short, decent life, continue to inspire my desire to make a difference.

To my deceased best friend, magic realist, oral traditionalist, venezolana grandmother, Hortensia Duque (Ita), who introduced me to magic realism through her countless stories.

To my husband Fawaz Saraf, for his infinite support and encouragement, especially through the times I stopped believing in myself.

To my sister Zaida Cabrero de Llop and my brother Andrés Cabrero, with whom I remain close despite our separation as a result of my borderlands existence.

To my norteamericanas soulmates Phyllis Gottdiener and Annette Leland who provided me with priceless support throughout every stage of my studies.

To the culturally responsive teachers Rosalba Semidey, Maritza Joaquín,

Connie Goodwin, Melvy Jensen and Aurora Ruiz, whose opinions were quite valuable.

To Dr. Valli, for her guidance and support during the last eight years, especially during my most disoriented moments. Thanks to Dr. Valli’s relentless guidance I came to think and write at levels at which I never imagined possible. I also appreciate the help and guidance of my dissertation committee members Dr. David

Imig, Dr. Victoria-Maria MacDonald, Dr. Carol Parham and Dr. Jean Snell.

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TABLE OF CONTENTS

List of Tables…………………………………………………………………………xi

List of Figures………………………………………………………………………..xii

Chapter 1: Introduction……………………………………………………………..1

Instilling the Love of Reading……………………………………………….1

Literacy and Empowerment through Exploration of Borderlands

Identity…………………………………………………………….…………3

Methods……………………………………………………………………...6

Description of School and Students………………………………………....7

Overview……………………………………………………………………11

Chapter 2: Review of Literature……………………………………………………13

Borderlands Cultural Experience……………………………………………13

The Social Identity of the Borderlands Adolescent…………………18

Culture of Remembrance……………………………………………31

Borderlands Language Experience …………………………………………33

Spanglish: A Borderlands Language of Complicated Identity……...36

The Benefits of Studying Spanish…………………………………...37

Borderlands Academic Experience……………………………………….....43

Multicultural Pedagogy and Culturally Relevant Pedagogy………..45

Voices of Children…………………………………………………..50

The Voice of a Latina Teacher………………………………………52

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Borderlands Reading Experience…………………………………………….53

Resistant Readers………………………………………………….....58

Building Less Resistant Readers……………………………………..59

Teachers of Readers and Non-Readers………………………………61

Booklovers…………………………………………………………...63

Chapter 3: Methodology……………………………………………………………66

Action Research and Ethnography...... 66

My Spanish for Heritage Speakers Classes and My Homeroom………….....69

My Pedagogy………………………………………………………………...71

My Actions…………………………………………………………………..73

Data Gathering………………………………………………………………80

Interviews……………………………………………………………80

Questionnaires……………………………………………………….83

Journal Writing……………………………………………………....85

Whole Class and Group Discussions………………………………...86

Independent Reading Choices and Essays…………………………..86

Projects……………………………………………………………....87

On-going Data Gathering…………………………………………....87

Data Analysis………………………………………………………………..89

Coding………………………………………………………………90

Data Analysis of Student Linguistic and Cultural Identity…………91

Data Analysis of Student Interest in Reading………………………92

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Action Research Data Analysis……..……………………………….94

Trustworthiness...…………………………………………………………...102

Chapter 4: Borderlands Linguistic and Cultural Identity of the Latino/a

Teenager…………………………………………………………………………….106

Language Identity ………………………………………………………….106

Language/s Latino/a Students Speak Best………………………….106

Spoken Language Preference……………….………………………108

Reading and Writing Language Preference………………………...114

Language Versatility of the Borderlands Student…………………..117

Cultural Identity…….………………………………………………………121

Borderlands Cultural Experience…………………………………...121

Gap between Home and School Cultures…………………..121

Students’ Thoughts on Borderlands Experiences…………..122

Complex and Tricultural Identities………………………...129

Summary of Findings………………………………………131

Identity Exploration…………………..…………………………….132

Identity Exploration According to Grade Level……………132

Connection between Labels, Identification and Identity…...136

Identity Exploration through Projects………………………141

Self-Labels……………………...…………………………..146

Summary of Findings……………………………………….150

Cultural and Linguistic Appreciation……………………………….151

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Finding Cultural Value in Connections to the Past…………153

Summary of Findings…………………………………….…158

Conclusion……………………………………………………………...…..160

Chapter 5: Becoming a Culturally Responsive Teacher in the Process of Engaging

Latino/a Students in Literacy……...………………………………………………..162

Drawing on Perspectives……………………………………………………163

Drawing on My Own Perspectives……...………………………….163

Drawing on Teachers’ Perspectives…...……………………………165

Drawing on Students’ Perspectives……..………………………….166

Linguistic Experiences…………...…………………………169

Borderlands Experiences…………………………………...173

Literary Experiences……………………………………..…184

Strategies Implemented for Becoming a More Culturally Responsive

Teacher………………………………………………………………...……189

Drawing on Characteristics of the Latino Community…..……..…..189

Drawing on Community at the Library……………………..193

Drawing on Community during Book Discussions………...196

Drawing on my Role as a Community Member and as a

Cultural Mediator….……..………………..………………..199

Drawing on Student Agency and the Power of High Expectations...204

Drawing on a Reading Model…………………...………………….206

Guiding Student Identity Exploration through Literary Topics.……208

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Research as a Vehicle of Identity Exploration…………...…209

Linguistic Exploration……………………………………...210

Borderlands Identity Exploration…………………………...212

Labels Topic………………………………………...212

Exploring the Borderlands Experience …………….217

Exploration of Borderlands Experiences through

Movies………………………………………………222

Exploring Marginalization Topics………………….224

Exploration of Cultural Gender Roles……………...234

Exploration of the Death Topic……………………..235

Identity Exploration through Writing………………238

Conclusion……………………………………………………………...…..240

Chapter 6: Impact on Latino Student Interest in Literacy through the Exploration of

Culturally Relevant Literary Topics……..…………………………………………242

Reading Interest…...………………………………………………………..242

Reasons for Increase and Lack of Increase in Reading Interest……………248

Borderlands Reading Topics………………………………………………..260

Choice in Reading What Was Meaningful to Them………………………..268

Reading Comfort and Reading Interest……………………………………..272

Speaking Comfort and Speaking Interest…………………………………..273

Writing Comfort and Writing Interest……………………………………...277

Conclusion……………………………………………………………...…..280

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Chapter 7: Engaging Latino/a Students in Reading through the Exploration of their Borderlands Experiences………..…………………………………………….282

The Linguistic and Cultural Identity of the Latino/a Student……...……….283

Changes in Latino/a Student Literary Engagement through Culturally

Responsive Teaching…………………………...…………………………..288

Contributions and Limitations of my Research…………………………….291

Implications for Future Research…………………………………………...298

Implications for Teaching and Learning…..………..………………………300

Drawing from Students’ Cultural and Linguistic Experiences..…....301

Guiding Student Identity Exploration through Literary Topics...... 302

The Culturally Responsive Teacher for the Latino/a Student………303

A Culturally Responsive Curriculum for Spanish for Heritage

Speakers Class…….………………………………………………..305

Culturally Responsive Reading Practices………………….……….307

Teacher Preparation and Professional Development for Culturally

Responsive Teachers………………………………..………………312

Conclusion……………………………………………..…………………...316

Appendix A: Glossary of Terms………………..…………………………………..319

Appendix B: Spanish for Heritage Speakers Syllabus……………………………...320

Appendix C: Program of Studies…………………………………………………...323

Appendix D: Culturally Responsive Additional Topics……………………………324

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Appendix E: Catalogue of Themes…………………………………………………327

Appendix F: Data of Borderlands Experiences…………………………………….329

Appendix G: Interview for Teachers……………………………………………….339

Appendix H: Focus Group Questions for Students…………………………………341

Appendix I: Interview for Students to Ask a Family Member…………………..…343

Appendix J: Questions for Students about Linguistic and Cultural Identity……….345

Appendix K: Questions for Students about Reader Identity………………………..348

Appendix L: Questions about Independent Reading and Other Readings…………350

Appendix M: Student Journal Entries………………………………………………351

Appendix N: Speaking Preference………………………………………………….353

Appendix O: Reading & Writing Preference……………………………………….354

Appendix P: Language/s Spoken with Siblings…………………………………….355

Appendix Q: Changes in Reading Interest………………………………………….356

Appendix R: Reasons for Increase and for Lack of Increase in Reading Interest….357

Appendix S: Independent Reading Topics…………………………………………358

Appendix T: Reading Topics Selected by Males & Females………………………359

Appendix U: Comfort in Reading, Speaking & Writing…………………………...360

Appendix V: Relation between Reading Comfort and Reading Interest…………...361

References……………………………………………………………………..……362

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LIST OF TABLES

Table 1. Non-Culturally Responsive Textbook Readings …………………….… …...... 74

Table 2. Culturally Responsive Textbook Readings…………………………………76

Table 3. Triangulation Matrix………………………………………………………..81

Table 4 . Language/s Spoken by Students………………………………………...... 108

Table 5. Language/s Spoken by Parents……………………………………………118

Table 6. Language/s Spoken with Parents……………………………………….....118

Table 7. Language/s Spoken with Grandparents and Other Members of Family…..119

Table 8. Difference Between Home Culture and School Culture…………………..122

Table 9 . Identity Projects…………………………………………………………...145

Table 10. Distribution of Cultural Identity Categories……………………………..148

Table 11. Self-Labels…………………………………………………………….....149

Table 12. Teacher Impact on My Interest in Reading……………………………...204

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LIST OF FIGURES

Figure 1. Linguistic Identity Web……………………………………..…………….91

Figure 2. Cultural Identity Web…………………………………………………...... 93

Figure 3 . Interest in Reading………………………………………………………...94

Figure 4. Processes Web……………………………………………………………..97

Figure 5. Perspectives Web………………………………………………………….98

Figure 6. Strategies Web…………………………………………………………...100

Figure 7 . Guiding Students on their Identity Exploration through Literary

Topics…………………………………………………………………………….....100

Figure 8 . Integrated Web for Culturally Responsive Teaching…………………….101

Figure 9. Levels of Appreciation of Heritage………………………………………152

Figure 10. Reading Levels………………………………………………………….249

Figure 11. Higher Comfort in Spanish Speaking…………………………………..274

Figure 12 . Writing Comfort, Writing Interest, Identity Exploration and Cultural

Appreciation……………………………………………………………………...…279

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CHAPTER I: INTRODUCTION

Instilling the Love of Reading

“…who can deny the power of a teacher who makes students fall in love with learning?” (Walker-Dalhouse & Risko, 2008, p. 424).

The first day of the 2009-10 school year, I suddenly discovered the obvious.

My primary goal had always been to instill the love of reading in children who had not been read to by their parents. In the two previous years, when my job only consisted of being my high school’s Dean of Students, I shared books from my office’s personal library with students in detention as well as with students who were sent to my office for behavioral reasons. That year I shared several books with and even created a short-lasting book club for the very bright child of an illiterate mother.

I also shared my books with one of our most troubled Latina students who was currently attending an alternative school. The last time I saw her I told her, “Don’t forget to read one book a week.”

Somehow I have always intuited that the most genuine and enduring kind of teaching has to do with the simple, metaphoric act of cultivating a seed. Cultivating the seed of love for reading in children who lack cultural and social capital (Bourdieu,

1977/1990) does not always come easily but may be of great consequence. I have always felt that improved literacy coupled with the love of reading may be valuable for children whose identities may be compromised by their lower status in American society.

Instilling the love of literacy in children whose existences straddle the United

States’ dominant culture and language and the Latin American culture and language

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may be problematic. Curriculum that includes mainstream, monocultural, and monolingual topics which deny or do not reflect the borderlands existences of students may not be optimally conducive to enhancing their literacy. Children with bilingual and bicultural identities may be more inspired to initially develop their literacy through more familiar cultural topics which may be explored in their heritage language, a mixture of their heritage language and English, or English. Those children may be described as borderlands children, defined by Cline and Necochea

(2006) as the “need to negotiate two cultures, two languages, and two worlds” (p.

268).

It is possible that if borderlands students become more literate in their heritage language through the exploration of their identity via literary topics that reflect their experiences, their sense of identity may become less problematic. Developing these students’ bilingualism in addition to facilitating their identification with literary characters who mirror their lives may be beneficial to both their identity and their engagement with literacy. Then, if they develop their literacy in Spanish through such topics, they may be able to transfer their Spanish literacy skills to the English language. In the end, literacy may empower them in more ways than one.

In my own life as a Latina in the United States, I remember the day I fell in love with reading in a Spanish literature class at an American university. I had recently come from Puerto Rico and was going through confusing times, trying to adapt to a culture and learn a language that did not mirror my culture or language in any way. I reminisce that we were studying medieval literature. I was fascinated at how my exposure to medieval literature connected me to my roots in an ancestral

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kind of way (Godina, 2003). While I had never studied medieval Spanish literature

before, I suddenly felt a sense of connection that I had been lacking for quite a while.

As I then majored in Spanish and Latin American literature for both my

Bachelor’s and Master’s degrees, I grew to appreciate the richness of my language

and culture as they were reflected in the aesthetic experience that reading became for

me (Athanases, 1998). But the moment I fell in love with reading, I was born into a

new identity as a borderlands person as well as a reader. Thus, I was born again at the