PEDRO THE PIRATE by Tim Hoppey

Hoppey, Tim. Pedro the Pirate. Illus. Dianna Bonder. McHenry: Raven Tree Press, 2012. ISBN# 978-1-936299-18-8. $16.95. Author’s suggested audience: Pre-K to 3rd Grade.

Summary:
Pedro, the cabin boy on a pirate ship, dreams of becoming a real pirate like Captain Crossbones and finding treasure. Pedro he finds a locket on the rocks and takes it. A mermaid named Elena approaches Pedro and she asks him how he can take what doesn’t belong to him. Indifferent to her comments, Pedro casts a net to catch Elena. Captain Crossbones and Pedro kidnap Elena and hold her for a ransom of gold from the other mermaids. Pedro feels guilty about stealing and kidnapping. When he opens the locket, he learns that the locket is of special significance to Elena. The next day, when the mermaids bring the gold as ransom for their friend, deceitful Captain Crossbones keeps the both the gold and Elena. Pedro talks Captain Crossbones into releasing her. Later, Pedro sneaks into the captain’s quarters and takes the key to the pirate’s treasure chest. Pedro returns the locket to the rocks where he found it. He also leaves all of the mermaids’ gold there too. Pedro tells Elena he now knows he doesn’t want to be a pirate and he vows never to steal anything again.

This picture book includes valuable lessons and is enjoyable to read. Themes of action, adventure, value, and virtue follow Pedro through his decision-making about becoming a pirate. The powerful lessons about right and wrong taught by the story are do not steal, people can change their mind and do the right thing, and that things that have gone wrong can be made right again.

This is not a bilingual book but it does include creative elements of bilingualism that add to the quality of the book. The parrot character plays a significant translator role in the story. That is, he repeats what is said but in the opposite language. On page eight, the captain shouts, “Arrgh, treasure!” and the parrot squawks, “¡Arrgh, tesoro!” Tesoro is the Spanish translation of treasure. The translations not translated by the parrot are easy to connect to the English text because the Spanish text immediately follows the English. On page three, sailors scream “The pirate! ¡El pirata!” Pirata is the Spanish translation of pirate. The words pirate and pirata look alike and make it easy for the readers to make a connection, and these words are cognates.

Even though Pedro’s serious dilemma about right and wrong lends a serious tone to the story, there is humor in the interactions of the bilingual parrot, bilingual Pedro, and Captain Crossbones, who only speaks English and doesn’t understand what the parrot is saying. Crossbones says repeatedly “Quiet, parrot!” and the parrot always replies “¡Silencio, loro!” basically repeating what the captain just said, only in Spanish. Crossbones can’t understand what the parrot is saying, but the reader can, and this is very funny and enjoyable.

The story is mostly written in English, but there are nine words and phrases in Spanish in the book and the translations given to Spanish are accurate. The book includes a glossary of Spanish and English vocabulary words used in the story at the back. The text is color coded, with English text in black and Spanish text in red so the Spanish is easy to identify. Oddly, some words and phrases are not included in the glossary and these might be difficult for the target audience to understand. These are words and phrases that the target audience may not have been exposed to yet or are not commonly used in their everyday communication. The words boasted, glistened, beamed, and plunked do not appear in the glossary. The two phrases not included in the glossary that may be unfamiliar to readers are, “What the blazes did you just say?” and “Let’s have her walk the plank and be done with her.”

There are big, colorful and fun two- page spread illustrations of the ocean and of pirates. Characters’ facial expressions are very vivid. Inside of the front and back cover are illustrations of a historical nautical map that depicts ships, gold, a compass, and route markings. Text on these pages is placed within boxes, visible and clear.

On some pages, where the image does not fill the two-page spread, there is a blue border, with the text to one side. The border on the side where the text is appears much thicker and looks like water splashing into the image, which adds a nice touch since the story takes place in the ocean.

This book is highly recommended.

Reviewed by Diana Derner

THE ADVENTURES OF MARCO FLAMINGO IN THE CAVE by Sheila Jarkins

Jarkins, Sheila. The Adventures of Marco Flamingo in the Cave/ Las aventuras de Marco Flamenco en la cueva. McHenry: Raven Tree Press, 2012. ISBN 978-1-936402-00-7. $16.95.

*This book is the fourth one in the series. The three books prior to this one are: Marco Flamingo, Marco Flamingo under the Sea, and Marco Flamingo in the Jungle.

Summary:
This story is about a flamingo named Marco who is looking for an adventure with his three other flamingo friends, Shelly, Coral, and Webb. They travel through grasslands, along rivers, and into the desert. When their jeep breaks down in the desert, Marco leads his friends to an oasis. There, Marco spots a cave and is eager to discover what he will find inside. His friends are timid and stay outside while Marco explores the cave. Leopard, Snake, Vulture, and Goat watch as Marco enters the cave and decide to join him. They become friends and Leopard tells Marco they will go and bring Shelly, Coral, and Webb into the cave. After various planned attempts Leopard, Snake, Vulture, and Goat get Shelly, Coral, and Webb to enter the cave. They explore the cave as Marco did and ultimately find Marco. Marco surprises his flamingo friends by introducing them to his new friends Leopard, Snake, Vulture, and Goat. They all become friends and dance as they exit the cave together.

Additional Information:
This story is a fictional picture book. Ideal for a bilingual classroom setting, the story is written in English and Spanish. The English text on top and the Spanish text on the bottom right below the English text, language texts are color-coded and easy to distinguish.

Originally written in English and translated into Spanish, some of the translations are not very accurate, and there is one spelling error. On page seven, the engine overheats and dies. Coral says “Oh no, we’re doomed.” The Spanish text reads "Oh, no, estamos perdidos." The word perdidos means lost, not doomed. A more accurate translation would be "Oh, no, estamos atorados." The word atorados means stuck. On page 10, in the Spanish word mirren as used in this story is misspelled. It should be miren with one r. On page 11 a flamingos says “I agree” and the Spanish translation given is "Tienes razón," which means “You are right” in English and not “I agree.” The correct translation would be "Estoy de acuerdo." On page 17, in the Spanish text, the usage of the word charca is questionable because it means puddle and in the English text this was originally written the cave pool, meaning a body of water bigger than a puddle. A more accurate translation of cave pool would be la laguna de la cueva. Finally, on page 19 Shelly says “Yikes!” but the Spanish text translates this to "Guacala!" which means “Gross!” in English, not yikes. A better translation would be "Ay!" Also, some sentences could have been rephrased better in Spanish. Aside from the errors mentioned, the translation matches the original English text.

This story is ideal for teaching dialogue and dialogue punctuation. The punctuation for dialogue in Spanish is written differently than the punctuation for dialogue in English. In Spanish, the guión (–) is the punctuation used in dialogue. In English, the quotation marks (“) are the punctuation used in dialogue. Each language uses the punctuation differently. Certain rules pertain to each one.

Other books in the series set Marco in different locales such as the sea and jungle. Teachers can use these texts to initiate conversations and access students’ prior knowledge when teaching about these habitats in particular. A sneak peek summary of the story on the inside flap of the cover. At the end of the book, the author includes a glossary of vocabulary used in the story. The vocabulary words are in Spanish and in English.

The colorful illustrations engage for young readers. If not used in the classroom to teach dialogue or habitat, this story can be used for enjoyment purposes. Children love reading about adventure.

Reviewed by Diana Derner

This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

ADIVINANZAS INDIGENAS, Compiled by Elisa Ramirez

Ramirez, Elisa. Adivinanzas Indígenas. Illustrado por Maximino Javier. Mexico, D.F: Editorial Patria, 1999. ISBN# 968-29-0260-X

Como el tema del libro lo menciona, este es un libro de una compilación de adivinanzas indígenas para ninos de los primeros grados de primaria. El lenguaje usado en el libro contiene muchas palabras indígenas. En estas adivinanzas no solamente se utilizan palabras de origen indígena si no que las respuestas de dichas adivinanzas están relacionadas con criaturas míticas y estilos de vida de diferentes grupos indígenas. Estas adivinanzas fueron originalmente escritas o dichas en el dialecto indígena que indica cada pagina. La traducción de estas adivinanzas al español hace el texto accesible a las personas de habla hispana. Sin embargo, la fluidez y la rima por la que se caracterizan las rimas, no se hace presente en la traducción. Las ilustraciones de este libro ayudan al lector a descifrar la adivinanza mientras que el uso de color y lineas simples mantiene la autenticidad cultural del libro. Las respuestas a las adivinanzas se pueden encontrar al final del libro al igual que un glosario con explicación detallada de algunos términos desconocidos para ciertos lectores. Este libro seria mejor utilizado en los niveles de preescolar a tercer grado. El lenguaje usado en este libro podría ayudar a crear una conexión literaria con alumnos de diferentes culturas.

Adriana Jaime


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

THE WOMAN WHO OUTSHONE THE SUN by Rosalma Zubizarreta

Zubizarreta, Rosalma. The Woman Who Outshone The Sun. Illustrated by Fernando Oliveria. San Francisco: Children’s Book Press, 1991. ISBN# 0-89239-101-4. $13.95.

See another review of The Woman Who Outshone the Sun on this site here.


Summary:
This book is about a beautiful young woman named Lucia Zenteno who appears at a village and the villagers are amazed at her. Her long hair outshines the sun, and she is mysterious to the villagers. Every time Lucia goes to the river to bathe, the water and the fishes in it begin to flow through her hair. When she finishes bathing, she combs her hair and the water and the fishes in it return to the river.

Some of the villagers are afraid of Lucia's powers, and they begin to mistreat her, ultimately driving her from the village. Lucia goes to say goodbye to the river before leaving. The water and the fishes flow into her hair again, but this time they won’t return to the river. When Lucia leaves the village, a dry riverbed is left behind. The villagers no longer receive the beauty of nature and they experience a drought. They realize that the river had loved Lucia and the only way to get it back is to search for Lucia and ask for her forgiveness. The villagers find Lucia and seek her mercy. She tells the villagers that just like the river gives water to everyone, they must learn to treat everyone with kindness, even those who are different. Lucia returns to the village, the water and animals return to the river, and the villagers are happy again. Lucia disappears but is not gone; the elders explain that although Lucia can’t be seen, she guides and protects them. She helps them to live with love and understanding in their hearts.

Other information:
This book is a fiction children’s picture book, retold from a Mexican folktale. This book would be ideal for students learning about folktales from other cultures. The book is also written in both Spanish and English, perfect to use in bilingual classrooms and even in bilingual instruction.

For language learners, this book could be used to introduce vocabulary. The translation is accurate; both languages portray the same tone and story. The colorful illustrations go along very well with the story. The font size and format is clear. One of the morals children can take from this tale is to treat everyone, even those who are different from themselves, with kindness. A second moral is that people should live with love and understanding in their hearts. A third moral is that one shouldn’t take for granted the nature that surrounds them. I highly recommend this book; it is enjoyable to read and the morals that it portrays are valuable.

Reviewed by Diana Derner


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

MY VERY OWN ROOM by Amanda Irma Perez

Perez, Amanda I. My Very Own Room / Mi Propio Cuartito. Maya Christina Gonzalez. San Francisco, CA: Children’s Book Press, 2000. ISBN # 0-89239-164-2

My Very Own Room / Mi Propio Cuartito is a bilingual picture book. It was originally written in English and translated into Spanish. The story is based on the author’s own experience of growing up in a family of eight. Amanda lives with her parents and her five younger brothers in a small two-bedroom house. She has to share a bedroom with her five brothers, and she really desires a little space of her own. She goes around the house to look for her so-desired space, and when she finally finds a potential place, she asks her mother for her approval. This small space is full of furniture, old clothes, and other family belongings, so a lot of work has to be done in order to turn it into a small bedroom for Amanda. The closeness of the family is evident when everyone gets together to help Amanda accomplish her dream.

The translation of the book is accurate. It is evident that the translator is familiar with Mexican culture, since the words are carefully chosen to represent the same meaning that they have in the original language of the story. Thus, the tone of the story is preserved in the translation. Additionally, there is a balance of languages in the book. Both languages are used equally throughout the story; however, some Spanish words are used in the English version of the story because the author probably couldn’t find words in English that had the same emotional meaning as they do in Spanish. Therefore, a glossary of Spanish terms would be useful for Spanish language learners. In terms of English language learners, the translation of the story can help them keep developing their English language by looking at the Spanish translation of the book whenever they don’t understand words or ideas in the English version of the story. The Spanish embedded words in the English version of the story can also make this book more comprehensible to English language learners.

The content of the story is great; however, it lacks metaphors, similes, rhythm, and alliteration, which would make it a richer piece of writing. Additionally, the names of some of the characters are not mentioned in the story, which can be confusing for language learners. The illustrations are well done; they are very vivid, and they match the text of the story.

This book is appropriate for elementary school students, second and third grade in particular, since the vocabulary used is simple. Furthermore, this book can be used to teach a variety of topics such as differences in culture and immigration. I recommend using this book in the classroom because many students will be able to identify themselves with the main character’s situation, and this will engage students in the lessons.

Reviewed by Yvonne Garcia

This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

FAMILY, FAMILIA by Diane Gonzales Bertrand

Bertrand, Diane Gonzales. Family, Familia. Illustrated by Pauline Rodriguez Howard. Translated by Julia Mercedes Castilla. Houston: Piñata Books, 1999. ISBN #1-55885-269-7. $14.95. Ages 6 and up.

Family, Familia is a bilingual picture book. Daniel Gonzales, the main character in the story, goes to a family reunion in San Antonio, Texas. He expects the reunion to be boring and is not excited to attend. However, he begins to enjoy the reunion and has fun when he starts to make connections between his family and the stories his dad has told him. Daniel finds a boy who is his age and they become friends and find out they are cousins. Daniel goes back home happily, knowing where the Gonzales name comes from.

This story has a very strong message about family unity that children will really love. It promotes multiculturalism in a positive way. Children of Mexican-American backgrounds will be able to easily relate to this story, while children of different backgrounds will get a look into a new culture. The use of descriptive language gives the story a very vivid feel. The illustrations are also very bright and detailed. They support the story’s meaning fully and tell a story even on their own. The use of Spanish that is sprinkled on every page gives the story a more authentic touch. There is no translation for these words, however, which may make it difficult for a non-Spanish speaker to decode. Nevertheless, the book is translated completely from English to Spanish. The translation conveys the story’s meaning perfectly. As Daniel discovers the meaning of family, children will also be compelled to think about where they came from and their own family’s history regardless of their cultural background.

Reviewed by Vicky Zamarripa


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

THE TREASURE ON GOLD STREET by Lee Merrill Byrd

Byrd, Lee Merrill. The Treasure on Gold Street. Illustrated by Antonio Castro. Translated by Sharon Franco. El Paso: Cinco Puntos Press, 2003. ISBN 0-938317-75-X. $16.95. Bilingual Early Reader.

The Treasure on Gold Street is a realistic fiction bilingual children’s book. In the book, we meet a little girl named Hannah who tells us about her life growing up on Gold Street and a valuable life-lesson she learns from her mother and father. In this story, Hannah introduces us to her family, her neighbors, and her friend Isabel. Isabel is an adult with mental retardation who lives with her mom, Bennie. Isabel and Hannah love to do a lot of the same things like walking down the street, playing, and reading. Isabel is definitely a special person in Hannah’s life. On Isabel’s birthday, Hannah finds out that Isabel is also a special person in her mother’s life and comes to understand why her parents always say, “Make new friends but keep the old, one is silver and the other’s gold.”

This bilingual children’s book was originally written in English and translated into Spanish. Each page is filled with very colorful and detailed illustrations that depict the narrative text of the story to support the reader’s predictions, questions, clarification, and summarization. This book is easy and clear to read thanks to its legible font size and simple word choice. The Treasure on Gold Street is rich in conversational dialogue between the characters and first-person narration by the main character. Within the dialogue found in the English text, the author uses a few Spanish words without providing specific or immediate translation for those words; however one can deduce the meaning of those Spanish words using the context clues from of the surrounding sentences.

This is a great read aloud book for children in grades K-4th. With this book, children are exposed in a sensitive way to the fact that people are different and that some people have special needs such as mental retardation. This book lends itself beautifully to teaching young children many valuable life-lessons about kindness, friendship, and appreciation. I would recommend The Treasure on Gold Street to both adults and children alike.

Reviewed by Vanessa Polanco


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

LA MARIPOSA by Francisco Jimenez

Jimenez, Francisco. La Mariposa. Illustrated by Simon Silva. Boston: Houghton Mifflin, 1998. ISBN 0-395-81663-7. $16.00. Ages 6-10.

Useful website:
http://modernlanguages/facultystaff/jimenezhomepage.cfm.

Awards:
Parent’s Choice Recommended Award
America's Commended List
Smithsonian’s Notable Book for Children

This is a contemporary realistic fiction picture book. Although it is listed as fictional, the book is autobiographical because it is based on the author’s life experiences. The purpose of the book is to address the topic of social acceptance as well as the acceptance of changes and adaptation in the midst of challenges.

The story is about a boy, Francisco, entering first grade in a sink-or-swim all-English classroom where he can’t understand anything. From the very beginning, Francisco fixes his attention to a butterfly in a jar. The butterfly’s metamorphosis takes place alongside the changes Francisco experiences. The message is a positive and inspiring one: that one can flourish by embracing change. The main character’s nuclear family is presented as an important factor in his metamorphosis into a bilingual and bicultural human being. The teacher, principal, and classmates are presented in a positive light because in the end, his teacher, Miss Scalapino, helps establish Francisco as an artist by awarding him a first-place ribbon for his drawing of the butterfly. Through the supportive modeling of his parents and brother, Francisco both finds his place and learns to be tolerant and forgiving of a boy who bullies him. The book ends on the positive notes of acceptance and tolerance.

This book is written in English and Spanish; it falls under the category of Literary Bilingualism, as it includes Spanish words which are italicized and a glossary at the end. Although there are only a total of 16 spanish words, they are very impacting because they are used within a sentence, as a bilingual child would do when code switching. Code switching may have been added to make a connection with the reader on a more personal level. It also implies that English language learners assimilate by adapting what they are acquiring to their own background knowledge. This book also supports linguistic transfer skills because it illustrates the idea that Spanish shares some syntax with English.

The target audience of this book is ages 6-10. Teaching examples might include when and what syntactic features transfer and which do not. Reading comprehension skills can be developed by focusing on text features such as italics. The book also uses the butterfly as a metaphor for the changes a young boy experiences through the acquisition of a second language and culture.

This book can also be used in an integrated lesson between Language Arts and Social Science, and Science. It is a perfect read aloud to introduce the life cycle of a butterfly, a lesson on social justice, contributions of different people in the United States, labor laws, and historical Chicano heroes such as Cesar Chavez. I would use this book to make connections for meaningful learning. I would highly recommend this book as it is a powerful resource that can serve many purposes.

Francisco Jimenez is also the author of The Circuit, Breaking Through, and Reaching Out. These books follow the author from grade school to college. Jimenez is also the author of other bilingual books for children, including The Christmas Gift/El Regalo de Navidad.

Reviewed by Silvia Andrado

A MOVIE IN MY PILLOW by Jorge Argueta

Argueta, Jorge. A Movie in My Pillow. Illustrations by Elizabeth Gomez. San Franciso: Children’s Book Press, 2001. ISBN 0-89239-165-0. $16.95. 

More info:
www.elizabethgomezart.com

Awards:
2001 Americas Award for Latin American Literature
Skipping Stones Honor Award for Multicultural Literature
IPPY Award for Multicultural Fiction for Juveniles

A Movie in My Pillow is a picture book of children’s bilingual poetry. It describes the author’s memories of when he left El Salvador as a young boy with his father during its civil war and moved to San Francisco’s Mission District. Jorgito’s movie, or collection of dreams, is recalled in emotional poems about the people and places he left behind, as well the adventures he has discovered in his new city.

The languages included in this book are Spanish and English. It is a translation from Spanish into English. All of the poems are in both English and Spanish and are displayed either side by side or above and below each other on each page. English/Spanish biliterate readers will be able to tell that the book is very well translated and has accurate usage of words. It was translated by the author himself, which means he has the language, regional, and cultural background from his native El Salvador.

The text of each language seems to be equally present on every page and of equal importance in the telling of the story. The font style seems almost childlike and friendly as well as clear. Every word, line, and paragraph is visible among the various illustrations, and they are easy to read on the pages because they are spaced apart and positioned well.

While there is no slang or jargon in this book, but there is some non-standard vocabulary that language learners might not know or recognize. There is no formal glossary within the book, but there are small notes next to and beneath the poems to explain potentially unfamiliar words to readers.

The vibrant paintings on every page really help bring the author’s story to life with bold bright colors covering every inch of the book. Because the drawings are so detailed, they may help readers boost their comprehension of abstract concepts and better explain what it is like to live in two different countries. I did not find any obvious elements of rhyme or rhythm used in the poems, but the author does use repetition, which supports language acquisition.

The writing style of the author is very imaginative and full of emotion. His heartfelt confessions about the things he misses from El Salvador and the joyful confusion he feels in San Francisco will make any reader empathize with being homesick.

The artwork is vivid and makes you feel as though you’re watching Jorgito’s movie with him. Geography, world cuisines, and indigenous languages are just a few of the social studies themes that are present in this wonderful children’s book.

I would use this bilingual book to support language acquisition by reading it first in one language (the child’s primary language), and then in the second language. This gives the student the opportunity to hear both versions and transfer their skills in the second language. Having the dual language text side by side also helps them access the translations more easily.

Some other books by Jorge Argueta include Sopa de Frijoles, Alfredito Flies Home, Moony Luna, La Gallinita En La Cuidad, The Fiesta of the Tortillas, Talking with Mother Earth, Trees Are Hanging from the Sky, Zipitio, and Xochitl and the Flowers. I would without a doubt recommend this book. It would be a great resource to include in a bilingual library collection or for dual language learners. It would especially be of interest to immigrant students or young readers from El Salvador.

Reviewed by Caroline Rubio Jacobs


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

SUPERCILANTRO GIRL/ LA SUPERNIÑA DEL CILANTRO by Juan Felipe Herrera

Herrera, Juan Felipe. SUPER CILANTRO GIRL/ LA SUPERNIÑA DEL CILANTRO. Illustrated by Honorio Robledo Tapia. Children’s Book Press/ Editorial Libros para Niños, 2003. ISBN# 978-0-892-39187-5. $ 34.54. Ages 6 and up.

SUPER CILANTRO GIRL/ LA SUPERNIÑA DEL CILANTRO is a bilingual picture book written in both English and Spanish. It is about the experiences of living near the U.S./Mexico border towns. Esmeralda SinFronteras, a small girl, is the main character in the story. She lives with her mother and grandmother. Esmeralda’s mother has been delayed at the border in Tijuana, and Esmeralda worries about this. Through her journey we encounter experiences such as feeling different, feeling lonely because her mother is not with her, and how the border is viewed from a child's perspective. Throughout the story Esmeralda is faced with many obstacles (one of them becomes a green giant) that she must overcome. While facing her obstacles we see her transformation into a super heroine.

Written in both the English and Spanish, this bilingual book gives equality to both the English and Spanish languages. The author does differentiate the languages by color -- English is in a yellow text box and Spanish is in green -- which makes it easier for the reader. Also whenever the phrase SUPER CILANTRO GIRL or LA SUPERNIÑA DEL CILANTRO appears, the typography is in green with different fonts and size to emphasis the power of Esmeralda. Some slang is used because it is necessary in the Spanish language and there is no literal translation for English, as is the case with the word “cilantro,” but it does not affect the outcome of the story or the meaning of the text.

This book can be used in social studies to teach lessons about immigration and creating change. Children from other countries may have similar experiences with crossing the border and may be able to make a connection to Esmeralda. Throughout the story the author uses onomatopoeia, rhyme and repetitions to support language acquisition in the text. The illustrations also boost comprehension by depicting concepts which readers might not get from text alone. However, the illustrations of the character’s facial expression in my personal opinion may be scary at the beginning because they are vivid and crude. Creating a heroine for girls is necessary since there are a limited amount of books in which women are depicted as brave and heroic. This is an enjoyable book that can be used as a great read aloud or small group reading for all to enjoy.

Reviewed by Rosa Salgado

This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

FRIDA by Jonah Winter (2nd Review)

Winter, Jonah. Frida. Illustrated by Ana Juan. New York: Arthur A. Levine Books, 2002 ISBN 0-439-37308-5. $16.95


See another review of Frida on this site here.

This book chronicles the life of famous Mexican painter Frida Kahlo and gives the reader a lovely overview of Frida’s daily adventures within her own imagination. Through its vivid imagery and lovely illustration, this book promotes the exploration of students' own imaginations and can promote lively descriptions of the details found within the book's imagery and language. I strongly recommend this book for a teacher who has an appreciation of cultural differences in language and who wishes to artistically inspire her students.

The story recalls the tragic events in Frida’s life, from the separation of her parents to her battle with polio and her years confined to a bed because of it. This story takes place in Mexico City, and the tone of the story relays a beautiful feeling of hope and wonder. This may be difficult for young children to grasp, but I feel could be useful in conversations discussing empathy and compassion. This book is most likely best suited for a read aloud, though, because the text on some pages is embedded within the imagery and can be difficult for students to read on their own. The actual letters of the text are also artistically stylized, which could present difficulty for younger readers.

There are a number of ways one could use this book in the classroom to fuel students' creative writing. Students could do a sensory writing activity while focusing on just one the pages and writing short phrases or ideas each relating to the five senses. Students could also practice persuasive academic language by becoming artistic critics of the illustrations and learning to support their ideas using facts and opinions. Students could also write journal responses on how they speculate Frida could be feeling at any given moment in the story. There are myriad ways students could respond to this text, but all of them come from the wonderful introduction provided by this book to an artist known around the world: Frida Kahlo.

Reviewed by Jazmin Newman

This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

CHATO'S KITCHEN by Gary Soto

Soto, Gary. Chato’s Kitchen. Illus. Susan Guevara. New York City: G.P. Putnam’s Sons, 1995. ISBN 0-399-22658-3. $16.99. Ages 6-11.

This creative tale spun by famous author Gary Soto is a warm, inviting picture book about unlikely friends. Chato is a low-riding cat in “East Los” (East LA) who loves to eat birds. While he is sneaking up on a sparrow, he spots a family of mice moving in next door. He invites them over for dinner, planning to eat them. After much discussion, the mice decide to join Chato for dinner. Much to Chato’s surprise, the family of mice brings a dog with them. Chato is scared of the dog at first, but Mami mouse convinces him that their canine companion is friendly. In the end, the cats, mice, and dog enjoy a delicious meal together.

Chato’s Kitchen is a fictional picture book. It is written in English, but has many Spanish words sprinkled throughout. These italicized words bring the reader’s attention to colloquial Spanish phrases, terminology, and traditional food. They bring a distinctly Latin flavor to the book which allows the reader to enter into Chato’s urban East Los Angeles world. The Spanish words are written in the same font and size as the English words, and they appear in italics in the text. The font size is clear, visible, and legible on every page. The English words are written in academic language, but the Spanish words are Mexican slang intended to draw readers into the main character’s experience as an East Los Angeles cat. The words are inoffensive, and teachers could still use the book for a lesson. If a bilingual teacher felt that any one word would offend a certain population, it would not be difficult for that teacher to simply translate the word to a less offensive English word.

This book has wonderful illustrations. It allows the reader to comprehend the way the barrio looks and helps aid in story comprehension. Drawings are more literal than abstract, and therefore language learners would be able to follow the plot of the story by looking at the pictures. The book does not rhyme, and there is little repetition, but it would be a good study in descriptive language and adjectives. The rich descriptions and adjectives pull the reader into the world that the author intended to expose. The first page of the book contains not only a glossary but also an explanation of the traditional Mexican food that Chato makes for the mice.

The writing is of a thoughtfully calculated and extremely high quality, and the characters are carefully selected to depict interactions between different types of people as represented through cats, dogs, and mice. The plot is one that young readers can understand, and older students can discuss the interactions between different types of people in Los Angeles. Overall, this is a high-quality piece of literature that can introduce students of any ethnic background to a vibrant community much like their own. Social studies themes abound in this book. Teachers could do a lesson on ethnic foods served in the students’ families or a study on different ethnic groups in Los Angeles.

 Gary Soto is a well-known author of books and poems for children and adults. He has won many awards for his various literary works, including being a finalist for the National Book Award, the Bess Hokin Prize and the Levinson Award. In 1999, he received the Literature Award from the Hispanic Heritage Foundation, the Author-Illustrator Civil Rights Award from the National Education Association, and the PEN Center West Book Award for Petty Crimes (www.garysoto.com). This book is part of a series of picture books featuring Chato. The other books are titled Chato and the Party Animals and Chato Goes Cruisin’ (which was voted one of the "Ten best illustrated books” by the New York Times in 2005).

Reviewed by Rachel McLemore


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

CARLOS AND THE CARNIVAL by Jan Romero Stevens

Stevens, Jan Romero. Carlos and the Carnival / Carlos y la feria. Flagstaff: Rising Moon, 1999. ISBN # 0-87358-733-2.

In Española, New Mexico, a young girl, Gloria, hits the piñata at her friend Carlos's birthday party. Gloria and Carlos are next door neighbors and decide to go to the fair the day following Carlo’s birthday. Carlos is excited to take $10 that he got for his birthday to the fair, but his father warns him that money disappears quickly when its spender makes unwise decisions. Carlos reminds his father that he is older now and knows how to spend his money. At the fair, Carlos and Gloria eat a lot of food (including sopapillas, a recipe for which appears at the end of the story). They also go on rides and play games. Carlos ends up spending all of his money trying to pop balloons with darts at a booth. In the end, all he wins is a black plastic spider. Before leaving the fair, Carlos visits his rabbit and notices a blue ribbon marked “Best of Show.” Carlos wins $5 for his show rabbit. As Carlos and Gloria leave the fair, another man from a game booth calls Carlos. Carlos makes the decision to not risk the money he has just earned and walks away.

This book is written in Spanish and English, written in English first and then translated to Spanish. The writing in Spanish does not seem to follow the proper structure of the Spanish language; because of this, it is not a very accurate translation. Although the syntax for the Spanish translation is not correct, the translation does match the original tone, story, and culture of the book. In addition, the English writing includes some sayings and expressions in Spanish which helps the tone, story, and culture of the book remain the same in both languages.

The text for the English and Spanish is different. The English is in bold font, while the Spanish is in a thinner, italicized font. Both are clear, visible and legible. The text does include some Spanish slang that might confuse Spanish language learners. The book does not include a glossary for this language, but it can can still be understood because the slang is used within the context of the plot.

The illustrations in the book can help with comprehension and support linguistic and skill transfer. This book would be appropriate for third through fifth grade.

Reviewed by Stephanie Calixto


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

IT DOESN'T HAVE TO BE THIS WAY / NO TIENE QUE SER ASI by Luis J. Rodriguez

Rodriguez, Luis J. It Doesn’t Have To Be This Way: A Barrio Story/No tiene que ser así: Una historia del barrio. Illus. Daniel Galvez. San Francisco: Children’s Book Press, 1999. ISBN: 978-0-89239-161-5. $31.19. 


Luis J. Rodriguez is a bestselling author, journalist, poet, and an ex-gang member dedicated to helping children stay away from gangs. He conducts workshops, readings, and talks in prisons. Rodriguez has published more than a dozen books all related to changing the lives of children. He also was interviewed on NBC-LA’s “Nonstop News LA” with Collen Williams about his most recent book It Calls You Back: An Odyssey Through Love, Addiction, Revolutions, and Healing.

I liked It Doesn't Have to be This Way because of its main character: a boy named Monchi who could be involved in serious problems had he not finally made good choices in his life. Throughout the story, the reader sees Monchi makes some bad choices until a tragic event changes the course of his life. The words Monchi's uncle Rogelio says to him, “It doesn’t have to be this way,” express the difficult but necessary decision Monchi makes to change his life after his cousin Dreamer almost dies in a gang-related shooting.

The main objective of this book is to advise students of the consequences when teenagers are involved in gangs. The moral message in the story is that people always have a choice to decide to act in their own benefit or to act in ways that benefit others around them. The author uses simple language to explain to children how easy it is to be involved in gangs and how important it is to analyze all perspectives in our decisions. The most important points conveyed are to pay attention to those who are our real friends, to learn how to decide the best course of action for ourselves, and to appreciate when someone wants the best for us.

In my opinion, this book is an excellent tool to explain to students the consequences of being part of a gang just to fit in where they live. The book narrates the story in two languages, English and Spanish. The language used through the book and the pictures in it clearly depict the real situations some children face in order to be accepted in their social context. I highly recommend this book to all educators who wish to promote informed decision-making in their students. The author uses real language and describes the atmosphere.

Martha Graciela Salmeron


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

ALICIA Y GRETA: UN CUENTO DE DOS BRUJAS by Steven J. Simmons

Simmons, Steven J. Alicia ya Greta: Un Cuento de dos Brujas. Illustrated by Cyd Moore. Translated by Teresa Mlawer. Waterton: Charlesbridge Publishing, 1999. ISBN 978-0881061338.

Alicia y Greta is a wonderful story. Translated into Spanish from the original in English, Alice and Greta: A Tale of Two Witches, the story follows two witches who attend the same school. They both learn magical spells, but they start using them in different ways. The witches have different perspectives on the things they learn and see, which are ostensibly the same.

It is a good story to share with students about the type of decisions they make. Everybody is given the same lesson in school and in life, but how people interpret and use their lessons can be very different. It is up to us to make decisions. The book is amazing because it specifically states what the consequence will be for making a bad decision. In the story the teacher states that whatever you decide to do with your magic will come back to you. A second lesson is to pay attention to instruction. You cannot be distracted because you may miss a very important critical instruction, which Greta did.

The language is beautiful and descriptive. The illustrations are colorful and vibrant. The story is full of verbs and adjectives which can easily be transferred to a lesson. For a lesson on introducing verbs, a read-aloud might be a good option, so that students can listen with the objective of identifying and writing down the verbs. Additionally, the spells in the book use a lot of rhymes, which can be used for a poetry lesson. At only 29 pages, the book is short and very fun to read. You can definitely keep the attention of your students.

Irina Flores Romano


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

PEPITA TALKS TWICE by Ofelia Dumas Lachtman

Lachtman, Ofelia Dumas. Pepita Talks Twice. Illustrated by Alex P. DeLange. Houston: Arte Público Press, 1995. ISBN: 1-55885-077-5. 14.95. 

Awards:
Skipping Stones Honor Award

In Pepita Talks Twice, the author tells the story of Pepita, a little girl who decides that being bilingual is causing her many problems in her everyday life. Having to translate from English to Spanish and vice versa to help her neighbors and other friends from the community, Pepita is constantly running late and is unable to teach her dog, Lobo, new tricks. After a long trip back home, Pepita’s brother, Juan, gets home before her and shows Lobo a new trick. This is the last straw for Pepita! She decides she will only speak English. She is officially tired of “speaking twice.”

As the story progresses, Pepita starts to face new challenges as she speaks only English. Lobo, now named Wolf, does not listen to her. At school, she is unable to help a new girl who does not speak English. Pepita starts to realize that not speaking Spanish is causing her some difficulties. What is her name now going to be? Perhaps Pete? And what will she call a “taco”? Maybe a “crispy, crunchy, folded-over, round corn sandwich,” she thinks. At the climax of the story, Lobo is about to be hit by a car. Pepita yells at him in English but of course the dog doesn't understand. In a moment of frustration, Pepita yells at him in Spanish. Lobo responds and comes back into the house. Pepita is glad that she “talked twice” and was able to save Lobo. She realizes that speaking two languages is actually great, and she determines that she will speak in English and Spanish always.

This fiction picture book is written both in English and in Spanish and it is aimed at elementary school students, primarily 2nd to 4th grade. The font size and the format are clear, visible, and legible. The vivid, colorful illustrations give the reader a perfect description of what goes on in the story. The translation in Spanish is well written; however, if you read it in English you can get a better sense of the story, since Pepita decides to only talk in English, so the words that she uses are better understood if you read it in English. Pepita Talks Twice definitely supports linguistic and skill transfer. Through the language and the illustrations, language learners can get a clear understanding of the story. In addition, the story promotes dialogue. Pepita expresses her feelings and thoughts through dialogue.

I definitely recommend this book. Pepita Talks Twice is a story that connects to the life experiences of many children. Whether it is with English and Spanish or with other languages, the story reflects the concerns, challenges and thoughts that many children might have about being bilingual. Pepita takes the reader through a journey of her experience. She realizes that being bilingual is wonderful! Being able to communicate in two languages leads you into a world where you can appreciate the meaning of "speaking twice," as Pepita calls it.

Ildara Armenta


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

THE WOMAN WHO OUTSHONE THE SUN by Alejandro Cruz Martinez

Martinez, Alejandro Cruz. The Woman Who Outshone the Sun/ La mujer que brillaba aún más que el sol. Hong Kong: Children's Book Press, 1991. ISBN 0-89239-126-x. $7.95.


Read another review of this book here.

Written as a poem, this picture book tells the legend of the Zapotecs, an indigenous group from Oaxaca, Mexico. Both English and Spanish languages are used with an appropriate translation; the text is presented in English, with Spanish below it as a separate passage. The book was written in English and the Spanish translations were added by Rosalma Zubizarreta, a well known-translator for Children's Book Press and a bilingual teacher in San Francisco.

The translation matches the original tone, story and culture of the book. I took tone into consideration when calling this book's translation "appropriate." For example in the first few sentences, Lucia is portrayed as a beautiful woman by the expression of “thousands of dancing butterflies and brightly colored flowers.” In Spanish, “miles de mariposas y una infinidad de flores” is the equivalent that carries the same meaning. Both English and Spanish have equal weight. They take up the same amount of space, size, and approximately the same number of sentences. The format is clear for both, allowing the text to be visible and legible. The book contains standard vocabulary for both languages. A glossary is not included, but there is an end note at the back of the book to clarify key vocabulary from Oaxaca.

All of the illustrations are paintings by Fernando Olivera, one of the author's good friends. Each illustration is consistent with what the passage says. It supports linguistic and skill transfer by bringing the words to life, helping the reader create an image of what Martinez talks about.

Ingrid Medrano


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

FRIDA by Jonah Winter

Winter, Jonah. Frida. Illustrated by Ana Juan. New York: Scholastic Press, 2002. ISBM: 0-590-20320-7. $16.95/$22.99. 

AWARDS:
ALA Notable Book
Américas Award Honor Book
Society of Illustrators’ Original Art Show selection
Parenting Magazine Best Book of 2002
2002 Parents’ Choice Gold Award (includes both English and Spanish texts)
National Association of Parenting Publications Gold Award

After captivating readers with his children’s book about Mexican muralist Diego Rivera, Jonah Winter shifts his focus to the life of Rivera’s resilient wife, Frida Kahlo. In this picture-book biography, Winter describes the life of the renowned artist through the use of poetic diction and incredibly vivid illustrations. The reader is led through Frida’s struggles and accomplishments, bringing light to the way in which she used art as an escape from all the pain that she had to endure. The story begins with her childhood and ends with an explanation of her impact throughout society and of how the inspirational beauty she created instills hope.

The book was originally written in English but has also been translated into Spanish. The diction is strategically chosen and although there are only a few lines per page, the language is sharp, appealing to the emotions of children and adults alike. The format of the text is unique, and the placement varies throughout each page, adjusting to fit within the vibrant illustrations. This seems very appropriate to me, especially considering Frida’s personal artistic style; however, some of the text is on dark colors, which impedes the clarity. For this reason, I think that in a classroom setting this book may be more appropriate for a read-aloud, especially with younger children. The abstract images contain references to Mexican culture, which adds a valuable authenticity to the book. Young students, especially those that have not been exposed to these traditional images before, may not understand the intention behind the illustrations at first, but adults reading it will find themselves immersed in their bold truth.

The audience for this book depends on the intended purpose for reading. Young children will surely enjoy the simple and effortless nature of the language as well as the mesmerizing illustrations. For upper-grade elementary students, the book can be an effective way to introduce a study of Frida’s triumphs and the strains she had to endure in order to achieve them. An analysis of the language and corresponding images could stimulate a sophisticated discussion of the impact of art and the value of a resilient mindset. I would also recommend using this book as a means of encouraging an interest in reading and art for young readers, as well as introducing the concept of biographies.

Reviewed by Erica Munro


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

TOO MANY TAMALES by Gary Soto

Soto, Gary. Too Many Tamales. Illus. Ed Martinez. New York: G.P. Putnam’s Sons, 1993. ISBN 0-399-22146-8. $14.95. Grades 1-3.

Award-winning author Gary Soto has written dozens of books for young readers, and Too Many Tamales is another in his catalog of tales that illuminate Mexican American culture. Too Many Tamales tells the story of Maria’s Christmas tragedy-turned-comedy when she thinks she has lost her mother’s diamond ring in the masa of the tamales. It takes the reader into the home of Maria and her beautiful and loving family. We also become familiar with her cousins Dolores, Teresa, and Danny.

The book is beautifully written in English with a few interjections in Spanish. The words in Spanish are italicized and are simple words such as niña and masa. The print is easily readable, and the pictures add to the comprehension for readers who struggle with the text alone. Too Many Tamales contains dialogue and many descriptive adjectives. It is easy to relate to this book, and I think children of every age would enjoy it. I especially recommend Too Many Tamales for a first-grade read-aloud.

Reviewed by Chelsea Benson


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.

CELEBRA HANUKKAH CON UN CUENTO DE BUBBE by Alma Flor Ada and F. Isabel Campoy

Ada, Alma Flor and F. Isabel Campoy. Celebra Hanukkah con un cuento de Bubbe. Illus. Mariano Epelbaum. Miami: Santillana USA Publishing Company, Inc., 2007. ISBN 1-59820-122-0. $11.95.

Categories: K-6 Social Studies/Language Arts/Math; Family, Food, Generosity, Multicultural, Myths and Legends, Expository Text, Dialogue, Character, Parts of a Story, Number Sense.
More info: www.santillanausa.com

Renowned children’s book authors Alma Flor Ada and F. Isabel Campoy take us around the Hanukkah table at Bubbe’s (Yiddish for grandma) house where three siblings learn about generosity as they are each tempted by the golden fried latkes laid out before them. In true culturally Jewish fashion, Bubbe tells a traditional Hanukkah tale of two brothers during the time of Jewish slavery that mirrors the generosity the children are displaying to one another. The first part of the book is written in dialogue as it tells its story.

Originally written in Spanish, this book also has an English translated version available. Older readers could work on translation skills by analyzing the text of both copies. For both versions, Mariano Epelbaum provides bright and inviting illustrations, with many clearly articulated details ripe for student questioning. Translations for Yiddish words are provided at the bottom of each page where they are used in a text size that may require teacher assistance depending on the age.

The second part of the book reads as expository text about the aspects of Hanukkah. It has much more of a textbook quality in that it features photographs in place of Mariano Epelbaum’s illustrations. Readers may want to know that the majority of the photographs are of Ashkenazi Jews, in other words light skinned, as opposed to providing the reader with a more representative picture of multicultural Jewish identity. Even with this critique, however, this seems to be the only children’s book about Hanukkah written in Spanish in current circulation. The section on the dreidel game can also be easily converted into a collaborative math lesson on number sense. In the end of this informational section, a variety of other winter holidays that feature lights are presented. This can be used to encourage multicultural dialogue and further analyzed with the use of a Venn diagram.

This book is perfect for K-6, depending on the intention of instruction. Social Studies topics of family, food, generosity, and multicultural awareness can all be easily addressed. Language arts in either English or Spanish, depending on the copy, can cover myths and legends, expository text, and elements of a story. As mentioned earlier, math lessons on number sense can also be found within these pages. It is also simply an entertaining read for learners of all ages who would like to learn more about the Hanukkah holiday.

Highly recommended.

Reviewed by Aspen Shirley-Dancoff


This review is part of the Special Section: Books in Spanish, featuring a collaboration with Policy and Language Studies students at San Diego State University. Read more about it here.