I am a Tapestry of Dos Lenguas
Location
SU-217
Start Date
1-5-2026 9:00 AM
Department
Teacher Education
Abstract
This Creative Curricular Project centers on the creation of a children’s picture book featuring a character named Itzel, whose story explores the cultural and emotional significance of correctly pronouncing students’ names. Inspired by personal experiences and shared stories of name mispronunciation, the project examines how seemingly minor linguistic mistakes reflect broader social and historical patterns of exclusion. Names are deeply connected to identity, and dismissing mispronunciation as harmless overlooks the cultural implications embedded within these interactions. Drawing on Kohli and Solórzano’s (2012) research on racial microaggressions in K–12 classrooms, the project frames name mispronunciation as a form of microaggression that can contribute to students feeling marginalized or “othered.” As research suggests, students often lack the language or confidence to advocate for themselves, making teacher intervention essential in affirming identity and belonging. Without such support, students may develop anxiety, resentment, or negative self-perceptions related to their cultural identities. The picture book format was intentionally chosen to introduce complex conversations through accessible storytelling and vibrant visual symbolism. While the surrounding environment appears muted, Itzel is illustrated with colorful, culturally inspired imagery to emphasize pride in identity and cultural richness. Ultimately, the project advocates for asset-based teaching practices that celebrate linguistic and cultural diversity. The book aims to encourage educators and students alike to honor names as expressions of identity and to cultivate classrooms where cultural differences are recognized as strengths rather than obstacles.
Faculty Sponsor
Judith Landeros
I am a Tapestry of Dos Lenguas
SU-217
This Creative Curricular Project centers on the creation of a children’s picture book featuring a character named Itzel, whose story explores the cultural and emotional significance of correctly pronouncing students’ names. Inspired by personal experiences and shared stories of name mispronunciation, the project examines how seemingly minor linguistic mistakes reflect broader social and historical patterns of exclusion. Names are deeply connected to identity, and dismissing mispronunciation as harmless overlooks the cultural implications embedded within these interactions. Drawing on Kohli and Solórzano’s (2012) research on racial microaggressions in K–12 classrooms, the project frames name mispronunciation as a form of microaggression that can contribute to students feeling marginalized or “othered.” As research suggests, students often lack the language or confidence to advocate for themselves, making teacher intervention essential in affirming identity and belonging. Without such support, students may develop anxiety, resentment, or negative self-perceptions related to their cultural identities. The picture book format was intentionally chosen to introduce complex conversations through accessible storytelling and vibrant visual symbolism. While the surrounding environment appears muted, Itzel is illustrated with colorful, culturally inspired imagery to emphasize pride in identity and cultural richness. Ultimately, the project advocates for asset-based teaching practices that celebrate linguistic and cultural diversity. The book aims to encourage educators and students alike to honor names as expressions of identity and to cultivate classrooms where cultural differences are recognized as strengths rather than obstacles.