READING TIPS AND NOTES / EXPERT ADVICE

“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.

In cases in which immigrants do not read and write in their native language, they need to acquire basic skills in their first language that will 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 participate and assist their parents in the learning process in and out of the classroom, 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.

Many immigrants do not know about the educational and social services that may be available, nor are they familiar with how to use them.

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

* Today in the Wilshire district: Tales and tunes for mothers with Karen Golden at the Jewish Community Library of Los Angeles. For families with children in kindergarten through grade 5. 5780 West Olympic Blvd. 3 to 4:15 p.m. (323) 761-8644.

* Wednesday in Ventura: “A Bug’s Life” preschool story time at Barnes & Noble Booksellers. Ages 2-4. 4360 E. Main St. No. B. (805) 339-9170.

* Saturday in City of Industry: “Star Wars” story time and light-saber making at Borders Books and Music. Ages 4-12. 1600 S. Azusa Ave. 1 p.m. (626) 913-9344.

* Saturday in downtown L.A.: Friends of Children and Literature present a celebration of author and artist Leo Politi. Los Angeles Central Public Library. 630 W. 5th St. 5 to 8 p.m. (310) 454-3667.