The CATESOL Journal

Valdes (2001), in her article on ESL classrooms, defines the need for language-rich and culturally relevant reading materials as a prerequisite to reading growth. Rising from a collaboration between a community college ESL instructor and a university professor of reading methodology, the paper details the positive impact of using culturally relevant literature, specifically The Journal of Wong Ming-Chung, in an integrated skills course for adult ESL learners. During the course of the semester, researchers charted the level of student engagement with the book through multiple questionnaires, observations of class discussions, and student responses to writing tasks. The paper describes how the use of literature enabled the instructor to further integrate vocabulary and writing with the reading component of the class and how adding a multicultural dimension and perspective to the existing curriculum provided purpose and engagement for students.