This paper presents an historical overview of research and reading programs which have found that multicultural literature is a valuable learning tool as well as research which documents the longstanding lack of multicultural literature in the children’s literature. Reasons for the exclusion of culturally authentic reading materials in the canon are discussed as well.%0D%0A%0D%0APioneer researcher, Florez-Tighe (1983), was one of the first educators to advocate the use of multicultural literature in school curriculum. Her research indicated that culturally authentic children’s literature enhances language development and thought processes of African-American children (Florez-Tighe, 1983). Florez-Tighe (1983) believes that use of African-American folktales by teachers in the classroom can teach respect for African-American culture and affirm a child’s feeling of self worth (Florez-Tighe, 1983).%0D%0A%0D%0AWhat side does it take? What data does it add? What do you want to remember about this source?%0D%0A%0D%0AThis doesn’t need to be a com
This paper takes the side that multicultural literature is a valuable learning tool and advocates for its inclusion in school curriculum. It presents research by pioneer researcher Florez-Tighe, who found that culturally authentic children's literature enhances language development and thought processes of African-American children, teaches respect for African-American culture, and affirms a child's feeling of self-worth.
The data added by this source includes the research by Florez-Tighe, which supports the use of multicultural literature in education. The paper also discusses the longstanding lack of multicultural literature in children's literature and the reasons for its exclusion from the canon.
One important point to remember about this source is that it highlights the benefits of multicultural literature in enhancing language development and promoting cultural understanding and self-worth among children. It emphasizes the need for diverse and authentic reading materials in the classroom.
Based on the provided information, it seems that the paper takes the side of advocating for the inclusion of multicultural literature in school curriculum. It presents an historical overview of research and reading programs that have found multicultural literature to be a valuable learning tool. The paper also addresses the longstanding lack of multicultural literature in children's literature and discusses the reasons for its exclusion.
The paper cites the work of pioneer researcher Florez-Tighe, who conducted research indicating that culturally authentic children's literature enhances language development and thought processes of African-American children. Florez-Tighe emphasizes the use of African-American folktales in the classroom to teach respect for African-American culture and promote a child's sense of self-worth.
Key points to remember about this source include:
- Multicultural literature is seen as a valuable learning tool.
- There is a lack of multicultural literature in children's literature.
- Including culturally authentic reading materials can enhance language development and thought processes of African-American children.
- African-American folktales can teach respect for African-American culture and boost a child's self-worth.
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Based on the given information, the paper takes the side that multicultural literature is a valuable learning tool and advocates for its inclusion in school curriculum. It presents an historical overview of research and reading programs that support this claim.
The data provided includes the research conducted by pioneer researcher Florez-Tighe in 1983. Her research indicates that culturally authentic children's literature enhances language development and thought processes of African-American children. It also suggests that the use of African-American folktales in the classroom can teach respect for African-American culture and affirm a child's feeling of self-worth.
From this source, it is important to remember that multicultural literature has been proven to have educational benefits, specifically for African-American children. It highlights the need for more culturally authentic reading materials in children's literature and discusses the reasons for their historical exclusion from the canon.