Head of the Class

“Not home” burst from my mother’s lips. As quickly as she said this, she would place the telephone back on its cradle. I can still recall how I would feel both embarrassment and exasperation when I would walk into the house and hear my mother saying this phrase I had taught her.

The caller was probably one of my friends, and if I hadn’t explained to them that my mother didn’t speak English, they would probably be wondering why this woman sounded rude.

As a child of an immigrant who was not literate in English, I not only had to facilitate my mother’s English interactions but also had to deal with my own emotions of shame for having a parent others and I perceived as “less.”

Although it is too late for me to assist my mother, who passed away several years ago, I have identified ways in which each of us can empower children and adults who are not literate in English.

Classroom teachers can keep immigrant learners interested and motivated by using content that is relevant to their experiences. Contributions from these learners should be incorporated into the learning material, and different levels of English instruction should be available.

Immigrants who do not read and write in their native language need to acquire basic skills in that language to help them learn English.

Another way to encourage English learning by immigrant parents is to offer child care during literacy classes, making English literacy a family affair. Children who are literate in English can assist their parents in the learning process, and children should be encouraged to share their educational experiences with their parents.

It is also important to get immigrant children and adults involved in sharing literacy so they will recognize that they are valued outside their communities.

These interactions can take place in the classroom, with teachers asking parents to share their cultural practices; in the workplace, with employers asking employees to share work-related cultural practices or foods; and in neighborhoods, with neighbors engaging one another in discussions with assistance from children or by using physical gestures to acknowledge each other.

Since it is often the case that immigrants may be socially isolated, especially women and seniors who may not work outside the home, expanding their literacy should be a community affair.

Librarians, educators, friends and others should help familiarize immigrants with the literacy education process, educational programs, library services and materials in English and other languages, as well as with the cultural institutions such as theaters and museums that offer programs in English and other languages. These services exist for them as members of the community.

BOOK EVENTS

May 9-15

Monday-Saturday, Glendale: Glendale Public Library, 222 E. Harvard St., will have its Library Grandparents read stories for all ages, 3-4:30 p.m. (818) 548-2030.

Tuesday, Calabasas: Calabasas Public Library, 26135 Mureau Road, offers Pumpkin Patch story time for 1- and 2-year-olds at 9:30 a.m. and for 3- to 5-year-olds at 10:30 a.m. (818) 878-9585.

Wednesday, Reseda: West Valley Regional Library, 19036 Vanowen St., offers a stories, poems and crafts for elementary schoolchildren, 6 p.m. This week’s topic: dragons. (818) 345-4393.

Friday, Canoga Park: Hombee the Bumble Bee visits the story time at 7 p.m. at Borders Books & Music, 6510 Canoga Ave. (818) 887-1999.

Saturday, Burbank: Story time and crafts with Li and Company at 11 a.m. Barnes & Noble, 731 N. San Fernando Road, (818) 558-1383.

Saturday, Tarzana: Miss Spider visits the story time for children 3-8 at 11 a.m. at Pages, 18399 Ventura Blvd., (818) 34-BOOKS [26657]. $5 registration fee may be applied toward purchase.