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When selecting appropriate books for classroom use, literature that reflects culturally diverse populations requires specific consideration. It is crucial that teachers use books that promote accurate, sensitive, and positive portrayals of peoples so as not to reinforce stereotypes. “When children cannot find themselves in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part” (¶ 4, Bishop, 1990). Quality multicultural literature can have a positive impact on the lives of both students and teachers as migrant students feel acknowledged and validated, majority students learn how their cultures are congruent with that of other cultures, and educators learn about the backgrounds of children in their classes (Boles, 2006).
Stories that provide accurate representations of the Chinese culture can increase children’s knowledge and awareness of this people while helping those of Chinese ancestry develop a sense of connection to their ethnic heritage (Giles, Vitulli, & Martin, under review). Encounters with Chinese themed literature assist in employing the mindset that such texts have value on a universal scale (Foster, 2013). Often teachers with good intentions select inaccurate pieces of literature that they believe inherently represents a diverse group (Pang, Colvin, Tran, & Barba, 1992; Curry & Godfrey, 2015); thus, there is a need for lists of dependable titles to assist teachers in their selection of multicultural literature (Higgins, 2002). The books in this article were reviewed during a joint research project between American and Chinese scholars in the field of education that included four university faculty members (2 from the United States and 2 from Shaoxing, China) and two graduate students (1 from the United States and 1 from Beijing, China). In order to evaluate the books for stereotypes, negative images of Chinese culture, and literary value, criteria addressing the attributes of quality children's books and quality multicultural literature were assessed using a modified version of Higgins’ (2002) Multicultural Children's Literature Evaluation Tool (see Text box 1). The information provided for these fictional, Chinese picture books is intended as a resource to assist teachers in promoting cultural compassion and understanding among their students by assisting immigrants in the process of assimilating to a new culture, building cultural connections through stories that are universal, and increasing text familiarity of non-native English speakers to promote reading fluency and comprehension.
While they vary in reading levels, all books included here are best enjoyed by students in lower grades (PreK-3). Many of the books have been used by an English as a second language teacher in small group instruction for advancing reading fluency through prior knowledge, and in whole class instruction in order to promote an overall appreciation for differences and similarities between and among cultures. Rosenblatt (2005), who has served the world of language arts with her explanation of the essentiality of both reader and text in the making of meaning, offers the following:
If the language, the setting, the theme, the central situation, are all too alien, even a ‘great work’ will fail. All doors to it are shut. The printed words will at best conjure up only a ghost of a literary experience. The literary work must
hold out some link with the young reader’s own past and present preoccupations, emotions, anxieties, and ambitions (p. 65).
The Immigrant Experience
Across the country, the number of students in public schools who come from immigrant households has increased significantly in the past 25 years (Dinan, 2017). It is important for the characters and situations found in classroom books to reflect these children’s cultures and experiences (Hefflin & Barksdale-Ladd, 2001), since, “Seeing oneself reflected in literature legitimizes one’s life and helps establish a pride of self and culture” (Kass, 2007). The ability to relate to characters and situations in books provides a sense of affirmation about themselves and their culture while negating the perception that school is not for people like them (Colby & Lyon, 2004). Books such as the multi-award winning Apple Pie 4th of July (Wong, 2002), which depicts a Chinese immigrant child eager to blend in with the local culture and embarrassed about her family’s insistence on selling Asian food during an American holiday, help validate similar feelings by anyone who has ever immigrated to a new country. Similarly, reading books like Dim Sum for Everyone (Lin, 2001) and Kite Flying (Lin, 2002), which portray children and their relatives in other countries engaged in typical family activities, emphasize the similarities among people across cultures. Historical fiction selections, Coolies (Yin, 2001) for example, can increase children’s knowledge of their own heritage and foster positive self-concepts and identity (Taylor, 1997) by helping those of Chinese ancestry, both new immigrants and native-born Chinese Americans, develop pride for their past. Incorporating books such as these into the classroom library assist
in refuting stereotypes while also allowing children of immigrant status to experience representation among their peers (Robertson, 2009). Books that contain stereotypical depictions, such as characters’ bright yellow skin and slanted eyes in The Five Chinese Brothers (Bishop & Wiese, 1938) or the long, nonsensical name in Tikki Tikki Tembo (Mosel & Lent, 1968), should be avoided for their cultural inaccuracies (Creany, Couch, & Carporeso, 1993; de Manuel & Davis, 2006; Scott, 1974). Universal Literature Books that represent well-known fairy tales and fables through a cultural lens offer an additional opportunity for children to relate to peers between cultures. The personal interaction between the reader, listener, and text creates a unique setting for helping children understand that despite their many differences, all people share commonalities of needs, emotions, dreams, and fears (Norton, & Norton, 2010). Reading stories such as Lon Po Po: A Red-Riding Hood Story form China (Young, 1989), Yeh-Shen: A Cinderella Story from China (Louie, 1982), and The Dragon Prince: A Chinese Beauty and the Beast Tale (Yep & Mak, 1987) allows children to discover and discuss how culture plays a role in the telling of familiar tales. Likewise, the universal messages of cooperation, honesty, kindness, and generosity present in folklore such as Zen Shorts (Muth, 2005) and Jin Jin the Dragon (Chang, 2007) offer a chance to celebrate the unity present in a pluralistic society. Text Familiarity Beyond the value of infusing culturally relevant literature into the classroom to reflect diverse populations, a benefit of using stories with familiar elements is to
activate prior knowledge. The content discussed and the themes addressed in the books suggested provide a context through which print may be more comprehensible to some children who are learning English. In a study measuring information recall and comprehension based on context, readers not only read the passage more quickly when it related to recognizable situations, but they comprehended more of the passages about their own cultures (Steffensen, Joag-Deve, & Anderson, 1979). Some tales, such as Jin Jin and the Rain Wizard (Chang, 2009) incorporate English retellings of traditional Chinese folktales, offering an identifiable context in which to scaffold language (Gibbons, 2015). Additionally, a narrative containing elements of familiarity provides a meaningful context for children to understand concepts from other content areas. For instance, Grandfather Tang’s Story (Tompert, 1990) supplies a framework for mathematical reasoning related to two dimensional geometric figures (see Photo).
Chinese Children's Literature:
A Gateway to Competency and Compassion
Susan F. Martin Ph.D.
Rebecca M. Giles Ph.D.
Paige Vitulli Ph.D.
University of South Alabama