Cultural Aspects in Children's Books That May Affect Comprehension

‘Thanksgiving Day Thanks’ by Laura Malone Elliot

This book is a picture book with a fiction story for young children based around the Thanksgiving tradition.  Cultural aspects that would make it difficult for ELL children to gain a full understanding of this story would be:

1.      Lack of background knowledge of the Thanksgiving history, as the story mentions Pilgrims, native Americans and Wampanoag tribe.  Because this book would be read at Thanksgiving time, the teacher would need to show pictures and tell the history of the first Thanksgiving so that all children have background knowledge.

2.      Knowledge of contemporary Thanksgiving traditions.  The story mentions a feast, decorations, pumpkin pie and a parade – all of which may be unfamiliar to students of a different culture, and certainly the way the Americans do it.  The class could discuss these traditions, while the teacher shows pictures and a short video of an American parade.

3.      Understanding the big idea of the story which is giving thanks.  In the story the class had to think of their own reason to give thanks.  The story also mentioned a “Thanksgiving food drive for the needy.”  The purpose of Thanksgiving would be discussed in the class and children can talk about their own reasons to be thankful and share these.

4.      There is specific vocabulary in the book associated with the theme of Thanksgiving such as, donated, parade, harvest, celebrate, feast, Pilgrims, etc.  The meaning of these words would be discussed in the previous activities, and labels with pictures on the wall would help for reference.

‘Charlotte’s Web’ by E.B. White

1.      The farm setting would need discussion since this is the main setting in this story, and may be unfamiliar, even to city children with no experience of the country.  Show a short video of animals on a farm.  As an activity, give children pictures of animals and get them to sort them into sets of farm animals, domestic animals kept for pets, and wild animals.  This way they will become familiar with the names of the farm animals that are the main characters in this story.

2.      Another setting in the story is at the Fair.  The concept of a country fair would need to be seen in a video to show the different elements, such as the rides, food stalls, and competitions.

3.      This story has some higher level vocabulary.  The teacher can either transpose an easier word in while reading aloud, or quickly provide an easier word after the harder word, e.g. the tranquil days – the peaceful days.

4.      Some cultures do not have the same regard towards animals as we do.  It would need to be explained how people in America care for animals and have deep feelings for their pets, and how wild animals and farm animals are protected by laws.  Since caring for the pig is one of the central themes in the story, this concept may need to be explained.