K-12

“HELLO, CÍRCULOS!: SHAPES IN ENGLISH Y ESPAÑOL”

by Madeleine Budnick

Publisher: Trinity University Press

ISBN-13: 978-1595341402

With “HELLO, CÍRCULOS!” children discover the world of art and learn English and Spanish at the same time. Children learn the fundamentals of shapes by connecting them to the world of art in a fun way. The book incorporates artwork found in the collections of the San Antonio Museum of Art, along with phrases and words in English and Spanish, to make bilingual learning and art exciting for young learners, their teachers and their parents. “HELLO, CÍRCULOS!” is part of the ArteKids series and published in partnership with the San Antonio Museum of Art and the San Antonio Public Library Foundation.

“VAMOS, BODY!: HEAD TO TOE IN ENGLISH Y ESPAÑOL”

by Madeleine Budnick

Publisher: Trinity University Press

ISBN-13: 978-1595348289

“VAMOS, BODY!” introduces children to body concepts by connecting them to art in a fun, colorful way. Cheeks (mejillas), chins (barbillas) and eyes (ojos) are represented by artworks from around the world. Faces (caras) come alive through the paintings of Adan Hernandez, Kehinde Wiley and Ed Saavedra. A child’s hand (mano) strokes his mother’s face in a woodblock print by Taiso Yoshitoshi, and cousins (primas) embrace through a swirl of Barbara Carasco’s screen printed hearts.  “VAMOS, BODY!” is part of the ArteKids series and published in partnership with the San Antonio Museum of Art and the San Antonio Public Library Foundation.

“THE ENCHANTED LIZARD/LA LAGARTIJITA MAGICA”

by Aubrey Smith Carter

Publisher: Maverick Publishing Company

ISBN-13: 978-1893271388

This bilingual children’s book is set in the noted pottery-making village of Mata Ortiz, in the Chihuahuan desert of northern Mexico. In the story villagers live happily in the sunlight and sleep peacefully under the moon, though mischievous spirits fly through the streets and enter the dreams of children. A pet lizard named Lila protects Marina from evil spirits and warns her when they come near. Lila is especially helpful when Marina and Enrique secretly set out to make a pot to enter in a major competition, and Beto, a boy from a neighboring village, sets out to thwart them.

“ROSITA’S BRIDGE”

by Mary McMillan Fisher

Publisher: Maverick Publishing Company

ISBN-13: 978-1893271180

This is the true story of Carla Maria presenting flowers to her grandmother, singer Rosita Fernandez, when the bridge at San Antonio’s open air Arneson River Theater was named Rosita’s Bridge—not just a bridge across a river but a bridge between cultures. Rosita tells Carla Maria of immigrating from Mexico in a family of 16 children; of her father and uncles helping to build the River Walk in the late 1930s; and how she became a well-known singer on stage, television and film. Carla Maria explores the River Walk with its narrow bridges, including one with a special meaning.

Higher Education

“COSTA RICA BEFORE COFFEE: SOCIETY AND ECONOMY ON THE EVE OF THE EXPORT BOOM”

by Lowell Gudmundson

Publisher: LSU Press

ISBN-13: 978-0807125724

“COSTA RICA BEFORE COFFEE” centers on the decade of the 1840s, when the impact of coffee and export agriculture began to revolutionize Costa Rican society. Lowell Gudmundson focuses on the nature of the society prior to the coffee boom, but he also makes observations on the entire sweep of Costa Rican history, from earliest colonial times to the present, and in his final chapter compares the country’s development and agrarian structures with those of other Latin American nations. These wide-ranging applications follow inevitably, since the author portrays the 1840s as the key decade in any interpretation of Costa Rican history.

“UNDERSTANDING THE LANGUAGE DEVELOPMENT AND EARLY EDUCATION OF HISPANIC CHILDREN”

by Eugene E. Garcia and Erminda H. Garcia

Publisher: Teachers College Press

ISBN-13: 978-0807753460

Young Hispanic children are the largest and fastest growing ethnic minority population in the U.S. Educational skills and achievement lag significantly for this population, creating an unacceptable achievement gap at the beginning of kindergarten that grows even further by the end of third grade. What can we learn from the empirical literature, theory, programs and policies associated with language and early learning for young Hispanics? What factors are important to differences in early cognitive development and educational well-being? This title explores these questions with a focus on specific instructional interventions associated with reducing the achievement gap for young Hispanic children.

“WRITING FOR INCLUSION: LITERATURE, RACE, AND NATIONAL IDENTITY IN NINETEENTH-CENTURY CUBA AND THE UNITED STATES”

by Karen Ruth Kornweibel

Publisher: Fairleigh Dickinson University Press

ISBN-13: 978-1683930976

“WRITING FOR INCLUSION” is a study of some of the ways the idea of national identity developed in the nineteenth century in Cuba and the United States. The book examines symbolic, narrative and sociological commonalities in the writings of four Afro-Cuban and African-American writers: Juan Francisco Manzano and Frederick Douglass, fugitive slaves during mid-century; and Martín Morúa Delgado and Charles W. Chesnutt from the post-slavery period. All four share sensitivity to their imperfect inclusion as full citizens, engage in an examination of the process of racialization that hinders them in seeking such inclusion and contest their definition as non-citizens.

“FOREIGNERS IN THE HOMELAND: THE SPANISH AMERICAN NEW NOVEL IN SPAIN, 1962 – 1974”

by Mario Santana

Publisher: Bucknell University Press

ISBN-13: 978-1611481235

“FOREIGNERS IN THE HOMELAND” charts the course of Hispanic inter-literary relations during the 1960s and 1970s through analysis of the reception of “Boom” novelists and texts in Spain. Little consideration has hitherto been given to the cultural significance of this development. Working from an expanded notion of national literature that critiques traditional notions of literary influence and national origin, this well-documented and theoretically sophisticated book argues for the “Boom” novel as one of the leading models for fictional writing at this time. This argument complicates and enriches the understanding of the impact of Spanish American novelists on their Iberian peers.