Culture 3: How Tía Lola Learned to Teach

Bibliography: Alvarez, Julia. 2010. How Tía Lola Learned to Teach. New York: Alfred A. Knopf. ISBN 9780375864605

Plot Summary: When the principal of Juanita and Miguel's school calls to ask Tía Lola to volunteer to teach Spanish to the students she is very hesitant. She did not attend school past the 4th grade, so she does not think she is smart enough to be a teacher. Her niece and nephew have to trick her into coming that first day, but Tía Lola quickly realizes that she has a lot she can teach the students. She soon becomes a favorite amongst the students, teachers, and even the whole community. One day Tía Lola gets a notice in the mail that her visa is about to expire and she must prepare to leave the country immediately. The whole community rallies around her and turns out for her hearing with the U.S. Department of Immigration. Will it be enough to save her?

Critical Analysis (Including Cultural Markers): Miguel and Juanita move from New York to Vermont with their mother after their parents' separation and eventual divorce. Tía Lola moves from the Dominican Republic to help her niece, who is more like a daughter, take care of the children. After several new Spanish speaking students enroll at Bridgeport Elementary, the principal asks Tía Lola to volunteer teaching Spanish at the school so everyone can communicate with each other. At first she is afraid because she only completed school through the 4th grade, but she quickly learns she has a lot she can teach the students and teachers at the school as well as the entire community.

Alvarez's story offers many Hispanic cultural markers. Language is of course at the top of the list. Spanish words and phrases are found throughout the story since this is the only language Tía Lola knows. At the beginning of the story it is humorous to see how Mami (mom), Miguel, and Juanita all ask "Why?" in a different way. Mami asks "¿por qué?", Miguel asks "Why not?" and Juanita asks "por qué not?" Some other common words found in the story include abuelitas (grandparents), adiós (goodbye), muy bien (very good), mi'jo (my son), and mi'jita (my daughter). Alvarez usually translates the Spanish words and phrases, but she does so in a way the reader knows she is trying to teach the language. It does not become distracting to the reader in any way. She writes a message at the end of the story explaining how she doesn't want the reader to feel left out "just because they are not yet bilingual".

Other cultural markers include food, celebrations, dances, and clothing. Some of the food in the story is plantains and bacon for breakfast, huevos rancheros, arroz con habichuelas, flan, and dulce. Instead of singing "Happy Birthday" Tía Lola sings "Feliz Cumpleaños" at a birthday party, and after Juanita asks to have a "half birthday" in February, Tía Lola organizes a carnaval for the whole community. Several piñatas are made such as a shrimp, a flamingo, and the school building. Tía Lola spends some of her free time teaching how to dance the salsa, merengue, and cha-cha-cha. She is always dressed in bright colors and usually with a floral print. She wears her bright yellow scarf for special occasions.

The book is written in lessons rather than chapters. Each lesson is based on a proverb written first in Spanish and then in English. The story is centered around this proverb and the reader is able to learn the meaning of the proverb through the characters and their actions. The book also shows the struggles immigrants deal with visas and possible deportation. While I don't think the visa extension was a realistic portrayal overall the story is very authentic and fun to read.

Review Excerpt(s):
From School Library Journal
Gr 3-6–This sequel to How Tía Lola Came to Visit/Stay (Knopf, 2001) continues the story of the Guzman family: 8-year-old Juanita, 10-year-old Miguel, and irrepressible Tía Lola. The new school year has begun and the children's aunt has been invited to teach Spanish a few days a week, a prospect that first alarms her since she never finished school when she was growing up in the Dominican Republic. But the woman is a born teacher, full of life, enthusiasm, and a wise saying for every situation. Lola quickly finds herself a favorite at school, charming all with her stories and personality, organizing parties and treasure hunts, and involving everyone in their small Vermont town in her plans. Along the way, she also helps Miguel and Juanita adjust to their parents' divorce, the separation from their father, who lives in New York City, and a possible new stepmother. When the residents of the town learn that Lola's immigration status is in jeopardy, they rally behind her to convince the judge the entire town needs their “Tía.” Each chapter begins with one of Lola's maxims to set the stage, and Spanish words and phrases are clearly used throughout. A welcome return for a wonderful character whose heart encompasses the whole world.–Terrie Dorio, Santa Monica Public Library, CA.
From Booklist
Just as warm and upbeat as How Tía Lola Came to (Visit) Stay (2001), the second book about Miguel and Juanita’s aunt, who comes from the Dominican Republic to live with the kids’ family in Vermont, is written in the same lively, playful style. Language is a central focus as Tía Lola volunteers to teach Spanish in the local elementary school. The story builds to a tense climax when her visa is about to expire, and the whole town rallies for her to stay. Readers will enjoy both the messages and the humor in Tía’s wry, wise sayings. Grades 4-7. --Hazel Rochman

Connections:
Discussion Questions and Activities:
*Why do you think Miguel was hesitant in wanting Tía Lola to volunteer at his school every day? How would you feel if one of your relatives wanted to volunteer at your school?
*Miguel learned a very important lesson when he left his papi's house alone when he was sick. Describe a lesson you had to learn the hard way.
*Create a piñata that says something about you.
*Ask a parent or volunteer (or even the PE teacher) to come in and teach the kids a Latin dance such as the salsa, merengue, or cha-cha-cha.
*Research the Dominican Republic. Create a travel brochure highlighting at least 5 reasons people should visit the Dominican Republic.
Other Books by Julia Alvarez:
How Tía Lola Came to Stay ISBN 9780440418702
How Tía Lola Saved the Summer ISBN 9780375867279
How Tía Lola Ended Up Starting Over ISBN 9780375869143
Return to Sender (winner of the Pura Belpré Award and América's Award for Children's and Young Adults Literature) ISBN 9780375858383
Before We Were Free (winner of the Pura Belpré Award) ISBN 9780375815447