While there are volumes that fall into the category of childrens literature, there appears to be relatively few that explore the needs of bilingual learners and the linguistic and sociocultural context of Latino childrens literature. This volume makes a needed contribution by addressing the social, cultural, academic, and linguistic needs of Latino bilingual learners who are still underserved through current school practices. We aim to conceptualize different forms of social knowledge so that they can serve as cultural resources for learning, acquiring knowledge, and transforming self and identity. This volume presents a balance of theory, research, and practice that speak to authentic multicultural Latino literature and helps ensure its availability for all students. The intended outcome of this volume then is to create a heightened awareness of the cultural and linguistic capital held by the Latino community, to increase Latino students social capital through the design of critical pedagogical practices, and for the formulation of a new perspective, that of Latino multicultural literature for children.
Ellen Riojas Clark, PhD is Professor Emerita of Bicultural-Bilingual Studies at The University of Texas at San Antonio. Her research examines self-concept, teacher identity, ethnic identity, efficacy, and Latino cultural studies.
Belinda Bustos Flores, PhD is a Professor and Chair of Bicultural-Bilingual Studies at The University of Texas at San Antonio. Her research focuses on teacher development including self-concept, ethnic identity, efficacy, beliefs, teacher recruitment/retention, high stakes testing, and family cultural knowledge. Flores is founder of the Academy for Teacher Excellence.
Howard L. Smith, PhD is an Associate Professor of Bicultural Bilingual Studies at the University of Texas at San Antonio. Dr. Smith conducts research and publishes in the areas of biliteracy, family literacy, and multiculturalism.
Daniel Alejandro Gonlƒ)