Bilingual Storytimes
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Bilingual Storytimes



Presentation delivered at the University of Wisconsin-Madison School of Information Studies in April of 2014.

Presentation delivered at the University of Wisconsin-Madison School of Information Studies in April of 2014.



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  • Can they help you or tag team with you at first? What is their level of comfort speaking Spanish? That may help you determine your approach. <br /> If you don’t speak Spanish, or don’t speak with much fluency, you can try to recruit a volunteer to either lead or assist (with training). <br /> <br /> Is you library willing to give you extra time to prepare, extra time to recruit participants, time or funding to go to a bilingual workshop or to seek out bilingual Storytimes in your area to shadow? extra time to meet with community groups you would like to work with? Time to go into the community to advertise? You may need to invest in some materials, depending on your library’s collection, such as a book like Mother goose on the loose for bilingual learners, cds in Spanish, or funding for new flannelboard materials for your new plans.
  • Begin with passport nametags- write name (writing skills) <br /> Always begin with a song or wiggles activity <br /> Alternate books with songs or fingerplays <br /> End with a song
  • Some of this is important information to collect to help you market your bilingual/Spanish language story time. But it is also great to include culturally relevant songs or books if you can, too. We’ll talk some more about that later. <br /> <br /> You can look at the census, you can see if your school district posts demographic information—this may be a more accurate reflection of your community’s children than a simple census search. For planning purposes, look at the very young to see who will be in your schools down the road. We are talking spanish language today, but that doesn’t mean your community won’t have a bigger need for storytimes in another language besides english. <br /> <br /> Secondarily, your library may want to you reach out to families whose children are Caucasian, but who are learning spanish in school. Check for spanish immersion programs in your area. You may be able to reach out to the coordinator to advertise your program to families there, or at “family nights”. Careful– don’t only ad
  • Check with already-established organizations that work with your targeted population to gather information or to advertise. <br /> For example, Headstart or Churches that offer services in Spanish. We advertised our storytimes at local grocery stores, churches, and apartment complexes that have high Latino populations. <br /> <br /> Don’t use Google translate to translate your flyers! *Tip: Knowing your population will make translations more accurate too—there are lots of regional ways to say things country by country. <br /> There is NO “correct” spanish i.e. Spanish from Spain. <br /> <br /> El cuentacuentos, la hora de cuentos, la hora del cuento, la hora del cuentacuentos <br /> <br /> Some Spanish-speaking countries do not have a culture of libraries. For example, in Puerto Rico public libraries are very rare so families may not be familiar with how a library works or what services are normally offered. Keep your information basic but check your assumptions of what you think your audience knows. For example you might not normally say that story times are free when you advertise them in your community, but not everyone may automatically assume that such a service would be.
  • Let’s sing one together- Una sardina! <br /> Una sardina <br /> Una sardina, una sardina <br /> Nadando en el agua <br /> Una sardina, una sardina, <br /> Glo, glo, glo.. <br /> Oh no fue comida porrr.. <br /> Un pulpito, un pulpito <br /> Nadando en el agua, <br /> Un pulpito, un pulpito, <br /> Glo, glo, glo <br /> Oh no fué comido porrr.. <br /> Un atún, un atún, <br /> Nadando en el agua, <br /> Un atún, un atún, <br /> Glo, glo, glo <br /> Oh no fue comido porrr.. <br /> Un tiburón, un tiburón, <br /> Nadando en el agua, <br /> Un tiburón, un tiburón, <br /> Glo, glo, glo <br /> Oh no fue comido porrr.. <br /> Una ballena, una ballena, <br /> Nadando en el agua, <br /> Una balllena, una ballena, <br /> Glo, glo, glo.. <br /> Sonido de eructo (burp) <br /> Perdóname. <br />
  • Let’s do “Un elefante se balanceaba”

Bilingual Storytimes Bilingual Storytimes Presentation Transcript

  • Bilingual Storytimes Cristina Springfield Rodríguez
  • Fitchburg Public Library -1st and only Spanish-speaking employee -Later joined by another part-time Spanish speaking employee -Neither native speakers
  • Opening Activity Mi Cuerpo, mi cuerpo hace música (x2) Mis manos hacen clap clap clap Mis pies hacen boom boom boom Mi boca dice la la la Mi cintura hace cha cha cha
  • Assessing your library • Who on staff speaks Spanish? • Do you need to reach out and recruit a volunteer? • How willing is your library to support you? • Will your community be supportive of the program? • Are there any resources you already have that you can utilize?
  • Models Solo: code switching, bilingual books or some books Spanish/some English - Advantages: You only have to count on yourself! Flexibility based on who shows up - Disadvantages: Language needs may be higher for presenter Partnered: tandem songs and books or switching off with each - Advantages: Can get a community member involved - Disadvantages: More planning time, reliance on volunteers can be risky, need to train others
  • Example of a Solo Storytime
  • Example of a partnered story time
  • Sample Sample: Food-La Comida Song: Good morning/Buenos Dias Activity: Mira/Esucha/Sientate/Levantate excersize Song: Bate, Bate, Chocolate/Stir, Stir, Chocolate Book: The Cazuela that the Farm Maiden Stirred by Samantha R. Vamos Feltboard: Que hay en mi cazuela? Book: To Market, To Market by Anne Miranda Song: Tortillitas para mamá, tortillitas para papá Book: The Three little Tamales by Eric Kimmel Song: Mi cuerpo hace musica Song: Goodbye/Adios
  • Tortillitas para mamá Tortillitas, tortillitas Tortillitas para mamá; Tortillitas para papá. Las quemaditas para mamá; Las bonitas para papá.
  • Models Family Preschool Baby
  • Know Your Audience What population am I targeting in my community? Where are they coming from and why? How long have they been here? Where do they live? How do they exchange information?
  • Advertising • What organizations are helping the Latino community? • Do the Latinos in our community use the library? • If no, what barriers are preventing this? • Tips on translating
  • Resources For Planning Storytimes: - REFORMA National Organization -Kings County “Read Me a Rhyme”, etc.
  • Resources Colorín Colorado SOL: Spanish in Our Libraries Zero to Three literacy/tips-tools-early-lit-and-lang.html Guía Infantil
  • Resources For Planning Storytimes:
  • Songs Songs/Activities: • José-Luis Orozco • Cepellín • Cri-Cri: El Grillito Cantor (Francisco Gabilondo Soler) • Sol y Canto (local group) • Dan Zanes (Spanish-influenced CDs) • Jorge Anaya • Dr. Jean en Español • Little Pim CDs • Random websites: • Youtube is your best friend! Ex. Mi Tía Mónica
  • Feltboard Tips • Play the “remember” game using elements from the book you read • Use alongside appropriate songs or fingerplays • Use with cumulative tales (ex. The cazuela that the farm maiden stirred)
  • Fingerplays • Mother Goose on the Loose • Cantemos Chiquitos: Songs and Fingerplays from Spanish Speaking Countries by Georgette Baker • • ¡Pío Peep!: Traditional Spanish Nursery Rhymes by Alma Flor Ada
  • Resources
  • General Tips Print Motivation - I love books Print Awareness - I see words Letter Knowledge - I know my ABC's Vocabulary - I know words Narrative Skills - I tell stories Phonological Awareness - I hear words
  • What to avoid What to avoid: • Overly wordy bilingual books • Books that reinforce stereotypes • Translated books with awkward word flow • Books you don’t like
  • But what if I’m not bilingual? • Incorporate books by Latino authors/illustrators • Incorporate books that positively feature Latino characters • Choose books that have some Spanish words in the text • Choose bilingual books and read the English, while pointing out that Spanish text is also included • Use Spanish and/or bilingual movement songs, rhymes and fingerplays (use a CD version) • Tandem programming with community volunteers
  • Etiquette - Knowing whether to speak Spanish or English - Usted vs. Tu - Correct Spanish? - Making an effort