Wednesday, August 31, 2011

Multiculturalism in Literature is Anything but New.


It would be understandably easy to assume that the drive for multicultural awareness is a recent phenomenon, spurred on by a combination of increased knowledge and awareness of other cultures and a heightened sensitivity brought on by political correctness, but this is not necessarily the case. Authors both past and present have looked to other cultures as sources of inspiration for their great works, and while their attempts to portray peoples from other places and cultures have not always been accurate, their use has opened readers' eyes and piqued their curiosities to worlds and lifestyles far different from their own, yet not nearly as far away as one would imagine.

This is not to say that every cross-cultural encounter depicted in literature is positive, just as not every case of it in reality is. The sad truth is that historically speaking, many intercultural encounters have been those of war, strife, and subjugation. It has long been a maxim of mine that history is written by the winners, more often than not to justify their treatment of the losers. Literature also often follows this rule. One need look no further than the British Empire to see the relationship between ruler and subject expounded and justified in fact and in fiction.

But it is occasionally through such writings, and a deeper exploration of an author's ethnocentrism and nationalism, that a new perspective on intercultural relations can be witnessed. Such is the case in the writings of Rudyard Kipling. Although Kipling's most famous work, The Jungle Books, has long been relegated to the status of children's literature, those familiar with Kipling know that he was a fierce nationalist and staunch supporter of British imperialism. Armed with this knowledge, Nyman (2001) reexamined Kipling's work as an allegory of British colonialism. The results were intriguing.

Nyman's theory revolves around the idea that not only is the relationship between the animals and the humans in The Jungle Books is an allegory of that between the British colonies and Britain itself (a theory I myself have noticed in the various stories what make u the novel), but also the very nature of the jungle itself as an allegory. By itself, the jungle is chaotic, lawless, and deadly, and needs a set of rules placed over it to bring order out of chaos. It is the character of Baloo the bear who teaches these laws to Mowgli, the human boy who finds himself orphaned and adopted by a pack of wolves.

As Nyman puts it, “one of the main issues in the text is the conflict between orderly colonialism and anarchic nativism. When the bear teaches the wolf people the principles of the Law of the Jungle, Kipling's text seeks to construct culture in the natural space of the jungle, contributing to the colonialist project's attempt to subordinate natural to imported law.” In other words, The jungle represents the undeveloped world, which requires law and order to be imposed on it not only for the subjects themselves to thrive (for Baloo teaches the Law of the Jungle to all the animals) but so that England (represented by the human – Mowgli) can civilize it through subjugation.

This is exactly what happens in the Mowgli stories of The Jungle Books: Mowgli's adopted wolf pack, seduced by the tiger Shere Khan's promises of fresh food, turn away from the Law of the Jungle and betray Mowgli. It is only after Mowgli temporarily returns to the human world that he finds the tools to defeat Shere Khan on two separate occasions: First, by scaring the tiger away with fire (stolen from a nearby village), and finally killing him in a later story by trampling him with a stampeding herd of cattle (stolen form the same village). With Shere Khan dead and his native influence broken, Mowgli returns to the wolf pack which had adopted and rejected him, and assumes leadership. Thus is England, armed with English tools and ideals, able to bring law and order to an untamed land in order to rule it.

Kipling's untamed nationalism is not confined to The Jungle Books, but is a constant theme in much of his work. Indeed, it is his imperialistic streak which colors two of his more famous poems, “Gunga Din” and “The White Man's Burden.” “Gunga Din,” a narrative poem from the point of view of a British soldier in India, who at first mocks the titular water-carrier, but later praises him when he saves the soldier's life at the cost of his own, is described in Benet's Reading Encyclopedia as “an extremely well-known poem, like much of Kipling's work, it strikes the modern reader as paternalistic, racist, and reflecting the jingoism of the era.” These qualities were downplayed, but by no means eliminated, when “Gunga Din” was made into a major motion picture in 1939. The film version casts a suspicious eye on British imperialism, making the “villains” a bit more sympathetic than audiences would have been used to from films of the genre, as Jaher (2008) notes in his examination of the film. 'You have sworn as soldiers, if need be, to die for your country, your England. Well, India is my country and my faith, and I can die for my faith and my country as readily as you for yours.' These are the words, not of an Indian nationalist hero, but of the "Thug Master," arch villain in the film.

Jaher opens his review with these words to show how Hollywood ( and by extension, America) was growing disillusioned with Imperialism and saw the first glimmers of virtue in an independent India.

Jaher goes on to explain that while the British in India had been a popular theme for exotic adventure movies of the day, “Gunga Din” was different because “Suddenly a film in this series was introducing reservations about the British Empire and implicitly recognizing the legitimacy of the impulse toward Indian independence, which had dramatically intensified during the 1930s.” Released in 1939, during the early days of WWII, didn't help matters either: “The film also prefigured American sympathy for this impulse, a sympathy that would cause wartime controversy between London and Washington.” Put simply, with India struggling for independence, and with the world witnessing the potential rise of a violent new imperialism in the Nazis, Hollywood was, as Jaher put it, “ready to look more critically at British hegemony. America had become a superpower; Britain, weakened in World War I, was already in decline. The modification of Hollywood's British-Indian epic was imminent.” So the film version of “Gunga Din” took a slightly different turn than the original poem. Kipling, who died in 1936, most likely would not have approved.

However, from a racial/ethnic standpoint, no single work of Kipling's has drawn more criticism than “The White Man's Burden.” This poem, shortly before it was first published in 1899, was originally mailed to Theodore Roosevelt shortly after he had been elected governor of New York. Kipling and Roosevelt were personal friends at the time, and both the poem and the letter were part of Kipling's strong urge for Roosevelt to convince the US government to rule over the Philippines (which it had just wrested from the Spanish) in the same manner that England ruled over its own colonies. The theme of the poem itself is self-evident: It is “the white man's burden” to bring culture and civilization to non-white nations. As Brantlinger (2007) describes it:

In September [of 1898] he had written to Roosevelt: “Now go in and put all the weight of your influence into hanging on permanently to the whole Philippines. America has gone and stuck a pickaxe into the foundations of a rotten house and she is morally bound to build the house over again from the foundations or have it fall about her ears.” “The White Man’s Burden” repeated this advice, adding a more abstract message about the white race’s superiority and responsibility to the Filipinos and the other nonwhite peoples of the world.

Kipling's message may have been abstract, but there was absolutely nothing subtle about it. As Brantlinger notes, “Few poems have been more frequently cited, criticized, and satirized than “The White Man’s Burden.” It has served as a lightning rod for both the supporters and the opponents of imperialism, as well as of racism and white supremacy.” Brantlinger goes on to explain how the poem has been used by various sides at varying times in history to either condemn or justify imperial racism, even to the point of whitewashing (no pun intended) history:

In one of his columns for the New York Times, a piece entitled "The White Man's Burden", economist Paul Krugman notes that Bush and other neoconservatives who regard America's conquest and colonization of the Philippines as a model for what will hopefully transpire in Iraq might learn something if they paid attention to history. No evidence exists, Krugman says, to suggest that "control of the Philippines made us stronger" in strategic terms. And "the economic doctrines that were used to justify Western empire-building during the late 19th century. . . turned out to be nonsense. . . Calling "The White Man's Burden" "the perfect epitaph for the Bush administration", blogger Sharon Jumper adds: "Bush is such a neanderthal, however, that were he to read the poem, he would likely think it laudatory of his current policies."

Truly, those who don't know history, or worse, mistake jingoist poetry for history, are doomed to repeat it.

While nationalistic writers such as Kipling sought to promote the colonization and “Englishifactaion,” as it were, of foreign cultures, other authors, ones who, perhaps, had some experience on the business end of colonization, wrote from a different perspective. Arata (1990) discovered, hidden within the pages of arguably the most famous Gothic horror novel of all time, a chilling warning about the dangers of what he called “reverse colonization.” Put simply, as England sallies forth to bring English “civilization” to far-flung cultures, it was unwittingly inviting those same cultures back into England, where it would corrupt the culture from within. The novel in question is none other than Bram Stoker's 1897 novel Dracula.

While most people associate Dracula with Transylvania (a region in the eastern half of what is now Romania), it would surprise people unfamiliar with the story to learn the bulk of the story actually takes place in London. Count Dracula, himself a Romanian nobleman, has bought up houses throughout London, presumably to move on to greener pastures. Only a select few group of people – including Jonathan Harker, the real estate lawyer who originally sold Dracula the properties, have discovered the Count's true nature and set out on a desperate quest to stop him before he brings his “curse” into the heart of England itself.

Arata sees Dracula not only as a supernatural story, but one rife with political allegory, beginning with Stoker's choice to connect Cunt Dracula to Transylvania:

Transylvania was known primarily as part of the vexed “Eastern Question” that so obsessed British foreign policy in the 1880s and 1890s. The region was first and foremost the site, not of superstition and Gothic romance, but of political turbulence and racial strife. . . By moving Castle Dracula there, Stoker gives distinctly political overtones to his Gothic Narrative.

If we, as Arata did, see Count Dracula as a threat not because of his vampirism, but because of his foreignness, then the appeal of Dracula's horror is not just a supernatural one, but a cultural one. Count Dracula is a symbol of the foreign influences that England has all but invited into its own home which will eventually destroy it. It is then no coincidence that one of the lesser-known pieces of vampiric folklore is that a vampire cannot enter a person's home unless he is first invited inside. If Stoker had been aware of this bit of mythology (and there's no reason to believe that he did not), then his use of a vampire as his monster of choice is uncannily appropriate.

It seems very possible, as Arata suggests, that Stoker's overwhelming success with Dracula is due in part to his (either deliberate or accidental) tapping in to the political and social anxieties of his time. Halberstam (1993) takes Arata's analysis a step further by explaining how vampirism is an ideal metaphor for the weakening of England:

In Dracula, vampires are precisely a race and a family that weakens the stock of Englishness by passing on degeneracy and the disease of blood lust. Dracula as a monster/master parasite feeds upon English wealth and health. He sucks blood and drains resources; he always eats out.

But Halberstam differs from Arata by seeing Dracula as a symbol not of a foreign cultural threat, but of a subculture already present within English society, and a time-honored scapegoat: the Jews:

Dracula, then, represents the Jew of anti-Semitic discourse in several ways: appearance, his relation to money and gold, his parasitism, his degeneracy, his impermanency and lack of allegiance to a fatherland, and his femininity.

Whether the threat came from without (as Arata suggests) or within (as Halberstam suggests), Dracula can be read not as a struggle of humanity against damnation, but of the British struggling against unknown foreign forces. This, might explain how a Gothic horror novel (never a literary genre taken seriously by literary scholars) penned by an author who never saw success before or since (it should also be noted that Stoker himself was Irish, and therefore no stranger to British imperialism) somehow managed to not only touch the zeitgeist of Victorian England, but become such a integral part of our collective consciousness today.

It would be easy to see the Middle East (much of which were British colonies at one point in time or another) solely as either the victim of colonization or the retaliator, but it was, interestingly enough, an American author who decided to turn the tables by making this area the aggressor. George Alec Effinger's When Gravity Fails (1986) was a novel which turned the power struggle inherent in colonial relations upside-down by making the Middle East the dominant world power in the not-too-distant future. This science fiction novel was a one of the lesser-known forerunners of the “cyberpunk” sub-genre of science fiction, which focused on high technology in the hands of street-level thugs and criminals (William Gibson's Neuromancer, published in 1984, is widely credited with inventing the genre).

In When Gravity Fails, Marid Audran is a private investigator working in “The Budayeen,” a walled up quarter of an unnamed Muslim city where sin and vice is tolerated, in the near future. He is hired by one of the city's most powerful and influential people to track down a serial killer who is using cybernetic enhancements to hide his identity from the police. Although his religious beliefs prohibit it (Marid is self-described as a less-than devout Muslim), he is eventually pressured by his employer to become enhanced himself so that he may track down the killer, and eventually face him on equal terms.

It is Effinger's use of a Muslim city and culture which sets When Gravity Fails (as well as its two sequels, A Fire in the Sun and The Exile Kiss) apart from other novels of the genre, most of which almost exclusively take place in either American or Japanese locales (where the focus on technology is more easily apparent). Indeed, the European world is hardly mentioned at all in Effinger's Budayeen novels, except occasionally in passing, usually in terms of some sort of social-economic decline. As Gramlich (1996) wrote: “The book marks one of the few times that a complex, accurate, and believable Muslim world has been constructed as a backdrop for a science-fiction novel.” Many cyberpunk authors choose not to explore the moral or ethical implications of the technology in the worlds they create, preferring to have both characters and readers alike accept it without question, but Effinger was at least able to open the door into questions of how a culture as devoutly religious as Islam reacts to a world where bionic limbs, sex-change operations, and electronically-altered minds are commonly used for business and pleasure. Given Samovar's (2010) words that “Simply put, Islam is 'a total way of life, pervading every aspect of a believer's day to day behavior in the narrow sense,'” it would have been an interesting exercise if Effinger had explored the paradoxical relationship between Islam as an overarching cultural influence and the fast-paced world of the cyberpunk genre in more detail. Unfortunately, Effinger never delved particularly deeply into these questions, neither in his trilogy or in any of the other Budayeen stories and novellas he wrote up until his death in 2002.

Kipling's work is often classified (incorrectly, due in part to Walt Disney) as children's literature. Stoker is often dismissed as a one-hit wonder in horror. Effinger is often overlooked in the cyberpunk subgenre of science fiction. And yet, in all three authors, we see a stunning portrayal of foreign culture, often with British colonization as the backdrop. Perhaps it is precisely because these authors worked in genres which usually aren't given serious scholarly notice that they were able to smuggle in their social commentaries and vivid depictions of foreign cultures to their audiences. It has been said that the goal of an author is not so much to write a story as it is to crate a world, but it should be noted that sometime the worlds that are “created” are not nearly as far away as we think.

References
(1996). Gunga Din. Benet's Reader's Encyclopedia, 435. Retrieved from Literary Reference Center database.
Arata, S. (1990). The Occidental Tourist: Dracula and the Anxiety of Reverse Colonization. Victorian Studies 33(4).
Brantlinger, P. (2007). Kipling's "The White Man's Burden" and Its Afterlives. English Literature in Transition, 1880-1920, 50(2), 172-191. Retrieved from Academic Search Premier database.
Gramlich, C. (1996). When Gravity Fails. Magill’s Guide to Science Fiction and Fantasy Literature, Retrieved from Literary Reference Center database.
Halberstam, J. (1993). Technologies of Monstrosity: Bram Stoker's Dracula. Victorian Studies 36(3).
Jaher, F., & Kling, B. (2008). Hollywood's India: The Meaning of RKO's Gunga Din. Film & History (03603695), 38(2), 33-44. Retrieved from Film & Television Literature Index with Full Text database.
Nyman, J. (2001). Re-Reading Rudyard Kipling's 'English' Heroism: Narrating Nation in The Jungle Book. Orbis Litterarum, 56(3), 205. Retrieved from Literary Reference Center database.
Samovar, L.A., Porter, R.E., & Stefani, L.A. (2009). Communication between cultures. Boston: Wadsworth.
Shamburg, J. (2000). D2K: Bram Stoker's Dracula and the collapse of Victorian Society at the Fin-de- Siecle. (Master's Thesis). Montclair State University, Montclair, NJ.

Wednesday, August 24, 2011

An excellent ESL text -- and it's free!

One of the best-written and most useful ESL texts I've seen in a while -- Fiction in Action: Whodunit? has something else going for it: The publishers have released the entire text online as a .pdf file.

http://www.abax.net/storage/downloads/Whodunitcc.pdf


Gray, Adam, & Benevides, Marcos (2010) Fiction in Action: Whodunit? Singapore: Abax. 160 pages in 12 chapters, divided into two stories and related exercises.


This book is cataloged among adult education titles, but is usable down to a secondary education level. It is best suited for students operating on WIDA levels 2-3 Beginning and developing). The book comes with an audio CD, although, being a teacher of humble means, I wasn't able to review it.


The theme of the book is the literary genre of mystery – there are two stories, a robbery and a murder – which makes it suitable for the older audience the book targets. Each chapter unfolds a new part of a crime investigation in a logical manner – the detective investigates the crime scene, interviews suspects, and eventually makes an arrest. Language instruction is given in the form of vocabulary in the beginning of each chapter, which is used in the chapter and tested at the end. I found the evaluation and assessment especially clever: at the end of each chapter, the reader is asked a series of multiple choice questions – but the letters for each answer are random, not the standard “A, B, C, D.” If the reader answers every question correctly, their correct answers will spell out an extra clue for the chapter. That way, students can assess themselves based on whether or not their answers spell a coherent sentence.


Reading is the primary language skill used, although the audio CD supplements this with listening exercises. The language function most used involved making judgments of fact or opinion, where readers are asked to make judgments about characters based on information given in the chapter, for example, “Why did Sara Sweet go to the Police Station?” or “Which of the following statements can we guess about Sofia?” Grammar instruction is given alongside vocabulary, usually to help readers use new vocabulary words, for example, “proof and evidence are uncountable nouns.” Vocabulary is introduced at the beginning of every chapter in a section called, “Crime Talk.”


The exercises are presented logically at the beginning and end of every chapter, as well as within each chapter, beginning with pre-reading group/individual exercises, and, from chapter 2 onward, a review exercise covering the story up to that point. The exercises at the end of each chapter are for individual work – the multiple-choice questions previously mentioned. The pre-reading and review exercises show variety, as well as provide much-needed scaffolding, while the multiple choice questions fall into a steady pattern of vocabulary questions followed by content questions. The book also makes a very clever accommodation for less proficient readers: Throughout the story, a fingerprint image will appear near some vital clue or answer to a future question, cuing the reader that the passage should be read carefully. This is useful to beginning readers who would otherwise be unfamiliar with the nuances of the “whodunit” genre.


The book is well illustrated throughout, using hand-drawn illustrations of characters, settings, and events which match up with the book's descriptions. Some exercises encourage readers to draw their own illustrations based on descriptions in the story, or asks them to fill in missing information in n existing illustration. Characters depicted are from a variety of cultures (the lead detective in both stories is Asian), and their clothes, hair, props, etc., are contemporary.


I was very impressed with this book. It introduces students to the literary genre of the mystery story and manages to give them enough vocabulary beforehand and comprehension checks afterward to insure that the readers are following the story. I would've liked to have seen more grammar-based exercises included in either the pre-reading or the end-of-chapter exercises, as I think the book's only notable flaw is that it lacks grammar instruction, but otherwise, I found this to be a very well-written and well-presented ESL reader.

Wednesday, August 17, 2011

Looking for books for ELL students?

Literature teachers are always looking for books to engage and interest students. ESL teachers are looking for books that are good for ELL students to work on, alone or in groups, to build their language skills. In my travels, I've come across a few books that work around my level (I teach high school) that are worth looking into:


Aronson, M., and Campbell, P. (2008). War Is... Cambridge: Candlewick Press.

This book is an anthology of firsthand accounts from soldiers and survivors of war, including letters from civil war soldiers, an account of a survivor of the Nagasaki atomic bomb, to AP news reports of soldiers in Iraq. The book is valuable for grade levels 10-11, and useful in any Social Studies curriculum where war, any war, is the topic. because the book is an anthology, any one of its 20 stories can be used or skipped as needed. Due to the wide range of writing styles, this book is best suited for nearly fluent ELLs, in small or whole groups, depending on the number of stories used.



Beals, M. P. (1994). Warriors Don't Cry. New York: Simon and Schuster.

This book is a memoir detailing that author and group of other African American students being integrated into the Little Rock, Arkansas school system in 1957. It is suitable for High School students of any grade level, and while the general language is fit for speech emergent ELLs, some assistance may be required to decipher slang terms of the 1950s. Not only is this useful in an American history lesson, but ELL students may be able to compare the author's hardships with possible experiences of their own, facing discrimination, rejection, and persecution. Individual or small groups preferred.



Boas, J. (1995). We are Witnesses: Five Diaries of Teenagers who Died in the Holocaust. New York: Square Fish Publishing

The title is the summary -- this book is a collection of actual diaries detailing the lives of five young people as they lived in various concentration camps during WWII. Due to the mature subject matter, the book is best suited for 12th grade high school students, bringing the reality of WWII and the Holocaust into a social studies curriculum. Best for Nearly Fluent ELLs, working individually or in small groups (groups of five would be the most logical choice)



Busby, C. and Busby, J. (2008). The Year We Disappeared. New York: Bloomsbury.

This true crime story focuses on a father and daughter who struggle after he, a police officer, is shot and disfigured while on duty. her reactions to the transition from a normal life to living under constant police protection and supervision may echo the feelings of ELLs who have had upheavals in their own lives. grades 11-12, nearly fluent ELLs, Individual to small group work.



Houston, J. W., and Houston, J. D. (1973) Farewell to Manzanar. Orlando: Houghton Mifflin Harcourt.

Jeanne Wakatsuki Houston recounts her own true life experience of being forced into an internment camp in Manazar, California, during WWII. It would augment a Social Studies curriculum to hear about the camps: a seldom-discussed topic. Suitable for all high school grade levels, speech emergent to nearly fluent, small to whole groups.



Janeczko, P. (2006) Seeing the Blue Between. Cambridge: Candlewick Press.

This book is a compilation of poems combined with words of encouragement from the poets themselves, directed at students interest in poetry. This book would be invaluable as a tool in any literature class where poetry is the subject. 9-10th grades, speech emergent to nearly fluent, individual work.



Jiminez, F. (1999). The Circut. Albuquerque: U of New Mexico P.

Francisco Jiminez tells a series of short stories to describe his childhood as part of a family of Mexican migrant workers in the American Southwest, beginning with his emigration from Mexico. one or more of the dozen stories presented can be used to augment a social studies lesson on the region, or any work of literature set in the time or place (Steinbeck's Of Mice and Men comes to mind). Good for any high school grade level, speech emergent to nearly fluent (Spanish students will benefit from Jiminenz's use of Spanish in the text), individual, small, or whole groups.



Kohler, D. (2009). Rock 'N' Roll Soldier: A Memoir. New York: Harper Collins.

Dean Kohler formed a rock band, wrote and performed music while serving in the Vietnam War. This memoir would be useful for any Social Studies curriculum studying the Vietnam War, the 1960s, or the American counterculture. Grades 10-12 preferred, nearly fluent ELLs, small groups.



Lekuton, J. (2003). Facing the Lion: Growing up Maasai on the African Savanna. Des Moines: National Geographic Society

The author recounts his actual childhood as part of a nomadic tribe in Africa, and his initiation into western civilization, including his immigration to attend college in America. Regardless of class or curriculum, any ELL student will appreciate Joseph Lekuton's story of immigration and adaptation to a new culture, and no doubt find parallels with their own. Suitable for all high school grade levels, speech emergent to near fluency, individual, small or whole groups.



Lester, J. (2006) Day of Tears: A Novel in Dialogue. New York: Hyperion Books.

As the title suggests, this book consists of mainly dialogues between Emma, a slave in the antebellum American South, and her fellow slaves, free blacks, and her master, Mr. Butler. This book puts a human face on the American History curriculum's topic of slavery in America, forcing its reader to feel sympathetic for the slave as well as the master, both of whom are subject to forces beyond their control. Suitable for all high school grade levels of speech emergent ELLs, working in pairs to reconstruct the dialogues.



Li, M. (2008). Snow Falling in Spring. New York: Farrar, Straus, and Giroux

Moying Li's childhood in China was interrupted in 1966 by the Cultural Revolution. She finds herself in a Chinese labor camp, her only solace in the books she has smuggled in. The theme of the importance of reading and imagination would fit in a literature class, and Social Studies would benefit from a first-hand account of the Cultural Revolution. best for 11-12th grade, nearly fluent ELLs, individuals to small groups.



Opdike, I. G. (1999). In My Hands: Memories of a Holocaust Rescuer. New York: Random House.

This book is the true-life account of the author, who, as a young girl, helped hide Jews during Hitler's occupation of her native Poland. This book is suitable for high school students of any grade level, and useful in a social studies curriculum discussing WWII and the Holocaust. Most appropriate for speech emergent and nearly fluent ELLs, small or whole groups.



Plum-Ucci, C. (2008). The Night My Sister Went Missing. Orlando: Houghton Mifflin Harcourt.

This mystery novel follows Kurt Carmody as he tries to unravel the circumstances behind his sister's death. Who did it? Why? Was it an accident or murder? This novel is useful in Literature classes to illustrate point of view, as well as give students practice in prediction and foreshadowing, as the author mixes false clues in with real ones. Grades 10-12, nearly fluent ELLs, individual to small groups.



Truman, T. (2006). No Right Turn. New York: Harper Collins.

This novel follows a young man named Jordan, struggling to come to grips with his father's suicide. This book is best suited for a upperclass high school audience (grades 11-12) due to its dramatic content. The themes of loss, tragedy, and restarting one's life may appeal to multicultural student who may have experienced similar hardships. Due to the high levels of dialogue and teenage slang, this book is best suited for nearly fluent ELL students, individual or small groups.



Wulffson, D. L. (2001). Soldier X. New York: Penguin

This novel is a fictional account of a 16-year-old German boy drafted to fight for the Nazis against the Russians during WWII. Due to the graphic descriptions of combat, this book is best for 12th grade students. Besides the obvious Social Studies/World History connection, this novel is also useful for native English Speakers as well as ELLS, who must learn to see the world from a different point of view as they see that Erik, the novel's protagonist, not as an "evil" Nazi but as a human being. Suitable for speech emergent and fluent ELLs, although the characters do often code-switch in their dialogues between English and German. Individual or paired work.



Yan, M. (2004). The Diary of Ma Yan: The Struggles and Hopes of a Chinese Schoolgirl. New York: Harper Collins.

The true story of a Chinese Muslim girl who wants to go to school and learn despite extreme poverty. When her wish is granted, she feels he need to excel and be at the top of her class to prove herself. This book introduces both ELLs and native students to a little-studied region of the world, making it useful in a Social Studies curriculum. 10-11th grades, nearly fluent ELLs, small groups.