An Hispanic Tale for the Second Language Elementary Classroom

Abstract

The terms and are usually employed interchangeably, although there are significant differences between the two concepts. A foreign language implies that the learner has to travel to far away lands in order to use the language in a truly realistic framework, or that the learner can use it only as a means of communication with foreigners. On the other hand, a second language has definite communicative functions inside the learner's country and even in his own community (Littlewood 54). In this context, Spanish is a second language in the United States where many communities have a Hispanic population and the students are able to use the language learned in the classroom to communicate with over twenty million American citizens. Among the non-linguistic factors which many people believe (from observation and/or statistical evidence) to influence success in second language learning, one can point out two of great importance to all learners, especially children. These two factors are motivation for learning and opportunity for learning (Littlewood 53). Both of these aspects can be greatly enhanced in the classroom by the teacher and the materials that he or she selects with which to work. Motivation can be successfully strengthened in children by selecting interesting, attractive, appealing materials which contain intrinsic cultural and aesthetic values, and which are appropriate to their grade level. The teacher and the materials selected can also promote motivation for learning the second language by creating in the classroom a healthy attitude toward the second language community. Hence one can see the importance of selecting materials that lead to a positive cultural analysis and enlighten the learners about cultural and historical events involving the second language community. The Hispanic literature of the American southwest constitutes a precious source of valuable materials for the Spanish elementary classroom. It contains numerous tales, myths, legends, and fables in which a child's dream world and day to day reality are skillfully combined as in all great works of children's literature. One charming tale which belongs to this body of literature is El camello que se perdi6 (The Lost Camel) which is included in Jose Griego y Maestas' and Rudolfo A. Anaya's Cuentos: Tales from the Hispanic Southwest (82-5), a bilingual collection of short stories which contains a wide range of tales appropriate for different age groups. El camello que se perdi6 narrates the story of some merchants who were traveling to another country to sell their products. When it became dark and they were ready to make camp, they realized that there was a camel missing. They met a man and asked him if he had seen it. He answered that he had not, but that he could offer them information on the missing camel. He told them that the camel was carrying a load of wheat on its left side, and on the right side it was carrying jars of honey. In addition, the man told them that the camel was blind in one eye and that it had a tooth missing. The merchants were extremely surprised and somewhat suspicious and demanded to know how the man knew so much about their camel. The man patiently answered: *Articles for this section may be sent to Dr. Myriam Met, Montgomery County Public Schools, 850 Hungerford Drive, Rockville, MD 20850. Please send a typed original and a copy, maximum of 15 pages.