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.

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.

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.

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.

THE UPSIDE DOWN BOY by Juan Felipe Herrera

Herrera, Juan Felipe. The Upside Down Boy/El Niño de Cabeza. Illus. Elizabeth Gomez. San Francisco, CA: Children’s Book Press, 2000. 0-89239-162-6. 

This book is non-fiction and bilingual in English and Spanish. A slight heavier weight seems to be given to English; in most of the book English text is at the top of the page and Spanish text is a at the bottom. The book has accurate translation by the same author, who is a native Spanish speaker and bilingual and biliterate in both languages. The author writes some words in English on the Spanish text and vice versa, which is interesting because it resembles his initial language experiences and how it feels to learn another language. There is no rhyme, rhythm, alliteration or repetition in the text, nor is a glossary provided.

The book is beautifully illustrated and the paintings enrich it. The topics discussed include immigration, food, music and painting. The book illustrates childhood experiences when moving from a rural to an urban area. The featured character is a child who is supported by his family and his new classmates as he integrates into a new society. The positive interactions can inspire kids to understand a different society even when challenged by alienation.

The Upside Down Boy/El Niño de Cabeza is about courage and the importance of family and community. At the beginning of the book, Juanito is exited about moving with his family from a rural area to an urban community in San Diego. At the turning point of the story, he is nervous, intimidated, and confused due to the school environment that is all new to him. Eventually, he becomes confident, included, and successful thanks to his teacher, peers, and parents, who guide him toward personal growth by emphasizing his courage and talents. The story focuses on the support children need to achieve their goals.

I recommend this book because it gives a great opportunity to native Spanish speakers and newcomers to relate to the main character and overcome difficulties. Also, due to the elaborate and rich text in both languages, the book delivers an opportunity to develop biliterate language skills. Interesting and uncommon vocabulary in both languages is included, which facilitates a connection to the book. A good audience for this book would be second and third graders, or students at an intermediate language development level.

Ariel Castillo Garrido


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.

¡CATAPLUM! by Philippe Corentin

Corentin, Philippe. ¡Cataplum! Trans. Anna Coll-Vinent. Sant Joan Despi, Barcelona: Editorial Corimbo, 2006. ISBN: 84-8470-235-9. $27.65. 

¡Cataplum!, a story about a hungry, lonely wolf and the bunnies who fear him, was originally written in French in 1994 and translated into Spanish by Anna Coll-Vinent. The word choice in Spanish that she uses to translate I believe is a bit difficult to understand, but it is an accurate one. These are not your everyday Spanish words that we are used to hearing. This book is meant for kindergarten, so in order for students to understand some of the Spanish words there will have to be some vocabulary review. The illustrations in the book are good quality. They are not realistic at all, but for those students that are still acquiring language and learning to understand it, the illustrations do a good job of telling the story. They are very explicit in showing what the text is telling.

¡Cataplum! is told in present tense and takes place in the forest. The characters in the book include the wolf, who is portrayed as the bad guy, and the colony of bunnies. The wolf is automatically portrayed as mean because he is hungry, but in reality he would like to be nice. He has no friends, though, because the bunnies are afraid of him and always hide from him. On his birthday, he wonders if anyone will remember. He goes to the bunnies tunnel to find food and learns that the bunnies are all gone. As the wolf searches the tunnel for food, the story goes back and forth in describing what a bad wolf he is to how he is nice and would like someone to play with. He keeps searching the tunnel until he slips and falls down the stairs, hence the title Cataplum! And there he finds that all the bunnies have gathered to sing him happy birthday. He is caught by surprise because he never thought they would do something like that for him.

This story could be used in correlation with a kinder social studies lesson that focuses on being a good citizen. It has a good storyline, and students will easily grasp the concept of how a good citizen should act, and they will also learn that a character’s behavior in a story has consequences.

I recommend using this book to teach about good citizens of the community or just as a fun read. As I stated before, this book has a story line that is easy for students to understand and follow.

Reviewed by Annette Gutierrez


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.

GUILLERMO, RATÓN DE BIBLIOTECA by Asun Balzola

Balzola, Asun. Guillermo, Ratón De Biblioteca. City: Valladolid, España. Publisher, Year: Macrolibros, SA; 1982. ISBN 84-355-0647-9.

No grade level provided by the Publisher. I would use it for kindergarten and 1st grade in Spanish Language Arts and/or Social Sciences.

Another review (in Spanish): http://revistababar.com/wp/?p=129

Guillermo, Ratón de Biblioteca is a picture book for beginning readers (up to 1st grade). It teaches building courage, the love of books, determination, individual responsibility, leadership, and the responsibility that comes with acquiring knowledge. Its plot is a simple linear progression of events including a description of the protagonist: Guillermo. He is a mouse who loves reading and cheeses. He lives in a library where he enjoys the safety of many little spaces and hides between the books. Over time, Guillermo has become an expert in many subjects, especially on cheese! His life takes a turn when he receives an invitation to a party to be the speaker and expert in cheeses. He has one problem: the party is in the garden. To get there Guillermo has to face a life-threatening obstacle, which makes him face a life-changing decision. Within the plot appear other characters: a mail-carrying butterfly and two cats that Guillermo must evade if he is to reach his destiny.

The book is written in a clear Spanish prose that uses metaphors, vivid descriptions, and educational language that is easy to comprehend by beginning readers. It includes Literary Bilingualism in the protagonist's name: though he is named Guillermo, everyone calls him Shakespeare because of his dedication to reading. This concept also is distinctive as the book is written in Spanish but brings in the notion of English literature. Also, the author uses the expression "hop!" to indicate either the sound made by the landing when Guillermo jumps or to bring to the reader’s memory the idea of a jump using English language.

The illustrations are delicate aquarelle drawings done in earth tones. They provide a tranquil mood that permeates through the end. In fact, the extent of Guillermo’s danger is limited to his following the butterfly’s idea of an escape plan. I think that students would enjoy the story more if Guillermo were in some more tangible danger. However, I recommend this book for its clear content and accessible academic language.

Reviewed by Alejanfrina Franklin


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.