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Bilingual Storytime At Your Biblioteca

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This is the Power Point for a presentation I am doing at the Virginia Hamilton Conference on Multicultural Literature for Youth in April 2010. The presentation is titled, "Bilingual Storytime at Your Biblioteca: What, Why and How." This presentation is designed to provide library staff interested in developing a bilingual storytime program a framework for doing so. There is information for current bilingual storytime practitioners on how to enrich their programming using early literacy skill building techniques. Ideas on how non-bilingual library staff can make their programming more inclusive of the Latino community are also presented.

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Bilingual Storytime At Your Biblioteca

  1. 1. Bilingual Storytime at Your Biblioteca: What, Why and How<br />Katie Cunningham, Children’s Librarian<br />Lexington Public Library, Village Branch<br />Lexington, KY <br />kcunningham@lexpublib.org<br />
  2. 2. Cuentosbilingües en la biblioteca de village<br />Miss Katie reads Perdido y encontradoby Oliver Jeffers to local children enjoying a bilingual storytime about friendship at the Village Branch Library.<br />February 10, 2010<br />
  3. 3. Today we will cover…<br />What is bilingual storytime, and who can do it?<br />Why should my library/school offer bilingual programming?<br />How do I plan and implement a bilingual storytime program?<br />Resources and questions<br />
  4. 4. Why are you here today?<br />
  5. 5. What is Bilingual Storytime<br />…and who can do it?<br />
  6. 6. Bilingual Storytime Is:<br />A standing storytime program that uses various elements such as books, music, fingerplays, flannelboards and other storytelling techniques to equally promote and encourage the development of early literacy skills and inspire a love of reading in both English and Spanish<br />From “Bilingual Storytime: What, Why and How” chapter by Katie Cunningham in Celebrating Cuentos: Promoting Latino Children’s Literature and Literacy in Classrooms & Libraries, edited by Dr. Jaime Naidoo. To be published Fall 2010.<br />
  7. 7. What if I’m not Bilingual?<br />Incorporate books by Latino authors/illustrators<br />Incorporate books that positively feature Latino characters<br />Choose books that have some Spanish words in the text<br />Choose bilingual books and read the English, while pointing out that Spanish text is also included<br />Use Spanish and/or bilingual movement songs, rhymes and fingerplays<br />Tandem programming with community volunteers<br />
  8. 8. Why Should I Offer Bilingual Storytime at my School/Library<br />…and how do I convince my boss?<br />
  9. 9. Benefits of Bilingual Storytime<br />Casts a wider net than monolingual storytime; will appeal to those already speaking Spanish and those who want to expose their children to other languages<br />Opportunity for social interaction among diverse groups of children <br />Opportunity to visibly welcome your Spanish-speaking community, and to showcase Spanish materials, programs and services<br />Model early literacy skill building techniques in two languages<br />
  10. 10. Literacy Needs of Latino Children<br />There is no one picture of the “Latino” child!<br />Every Child Ready to Read / Cadaniñolistopara leer<br />Reinforce to parents importance of speaking/reading with children in their native language<br />Alternative early literacy skill building techniques for low-literacy parents<br />
  11. 11. Challenges to Bilingual Storytime<br />Staff Buy-In<br />Budget<br />Anti-Immigrant Sentiment<br />
  12. 12. My Advice?<br />Know Your Community!<br />Know Your Administration!<br />Be An Advocate!<br />Don’t Reinvent the Wheel!<br />
  13. 13. Thinking about your community<br />Who are the Latinos in our community?<br />Where are they coming from and why?<br />How long have they been here?<br />Where do they live?<br />How do they exchange information?<br />What organizations are helping the Latino community?<br />Do the Latinos in our community use the library?<br />If no, what barriers are preventing this?<br />
  14. 14. Thinking about your administration<br />What are the mission, vision, values and strategic goals of your organization?<br />How does bilingual storytime align with each of these?<br />What is the goal of bilingual storytime and how will you measure its success?<br />Outreach? Kindergarten readiness? Inclusive programming?<br />Who are your advocacy allies? Who are roadblocks?<br />Know what motivates them!<br />How can you maximize/minimize their impact?<br />
  15. 15. Be an Advocate!<br />Always remember, Advocacy Is Not Whining!<br />Sell your story<br />Invite others to observe or participate in your program<br />Turn cultural celebrations into large scale events that the whole library/school can be part of<br />Encourage holistic inclusivity of the Latino community in all things your organization does<br />
  16. 16. Do Not Reinvent the Wheel!<br />Collection – bilingual titles are more bang for your buck than translations<br />What does your organization already have that you can modify?<br />Flannels<br />Drawing stories<br />Storytime kits/plans<br />What have other bilingual storytime practitioners already done that you can do too?<br />
  17. 17. ¡EstoyLista! I’m Ready! So Now What Do I Do?<br />Choosing books and planning bilingual storytimes<br />
  18. 18. My Approach<br />Family storytime format<br />Early literacy development<br />Math/science skill inclusion<br />Books by Latino authors/illustrators<br />Traditional folklore and nursery rhymes<br />Repetitive and cumulative tales to reinforce specific Spanish vocabulary<br />Simple movement songs with motions in the lyrics<br />
  19. 19. Matemáticas in bilingual Storytime<br />We graphed our amigos during our friendship storytime to explain math concepts such as counting and comparing in a visual way.<br />
  20. 20. Common Outline<br />Typically a 30 minute program<br />Welcome – take time to explain rules and to point out early literacy skills<br />Opening Song<br />First Book<br />Storytelling: Flannelboard, Drawing Story, Creative Dramatic or other technique<br />Second Book<br />Movement Song<br />Third Book<br />Closing Song<br />
  21. 21. Sample: Snow/Nieve<br />Welcome<br />Opening Song: “Hola amigo”<br />Fingerplay: Five Little Snowman / Habíancincomuñecos de nieve<br />Froggy se visteby Jonathan London<br />Retell using flannelboard to reinforce clothing vocabulary<br />Movement song: “Los niñoscuandobailan”<br />Phonological awareness and vocabulary<br />El día de nieveby Ezra Jack Keats<br />Reinforces narrative skills<br />“Disappearing Snowman” cut-and-tell<br />Closing Song: “Adiós amigos”<br />
  22. 22. What to avoid<br />Overly wordy bilingual books<br />Books that reinforce stereotypes<br />Translated books with awkward word flow<br />Books you don’t like<br />
  23. 23. Flannelboards<br />Folktales and cumulative stories<br />The Bossy Gallito<br />La Hormiguita<br />Stories that reinforce vocabulary<br />Brown Bear, Brown Bear, What Do You See?<br />Picky Paul<br />Eight Animals<br />Dog’s Colorful Day<br />
  24. 24. Final Thoughts<br />Did we cover everything?<br />
  25. 25. Final Thoughts<br />Available resource lists<br />Establishing a Collection to Support Bilingual Storytime: Recommended Books and Music<br />Recommended Online and Print Resources<br />Taking Storytime Home / Cuentos en casa<br />Bilingual Family Storytime Sample Plans: <br />Birds / Pájaros<br />Friendship / La amistad<br />Questions?<br />kcunningham@lexpublib.org<br />www.bilingualchildrensprogramming.blogspot.com<br />

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