1. Tell us about your storytelling project and how you got the idea for the book.

This book started in January as a simple class project. When first discussing the idea of a book, students were given options for what the subject matter would be. They all quickly settled in agreement that they should write about their journeys that led them here to Summerville. Over the following weeks, the idea that the stories would be printed in a physical text grew more serious and exciting. They were given the opportunity and freedom to tell their stories the way they wanted with guidance from myself and Ms. Aldorino, who is a part time ESOL teacher at SHS. It rapidly evolved into much more than just a class project that would only be seen within the walls of our classroom. Knowing that others would read, talk about, and possibly even purchase the book pushed students to create something beautifully original.

You can read the entire book here. You can order a copy here (pin: 8139430).

2. How did your students react to the idea? Did they feel comfortable sharing their stories?

Before kids started writing their drafts, I showed them a few books that talk about the same topic in different ways. I think it was important to let them know that there were books about this topic, and I think representation in this matter is important. We discussed what the message would be if someone read our stories, and most of the kids agreed that they wanted other ESOL students to know what they went through, but most of all that they will get through anything if they remain positive.

They felt more comfortable than I expected and even during lunches they would sit and share more details of their experiences.

3. How will you use this project to advocate for your students and their families? What is the connection that you see between storytelling and advocacy?

The definition of advocacy is the act of speaking on the behalf of or in support of another person, place, or thing.

Stories are more memorable than facts alone. Most of the teachers in our schools know our ESOL students do not speak the language because they come from a different country. They do not know details about how or why they came here. The stories in this book give everyone a different perspective of things. It is relatable if we think about other ESOL students that can read it. I also think that by letting other teachers and district personnel read it as well, it will create more empathy towards our ESOL students and their families. Hopefully this will result in more support from the District, the school, and the community.

 4. How has the school and community responded to this project?

The response has been incredible. What started as just a regular class assignment gained so much interest from colleagues and other students, that we will have a book launch in school later this week. Then, next week for the community where everyone will have the opportunity to read the stories and ask questions. Families as well as students feel represented, proud but overall heard and seen. The ESOL students/community is regularly a group of people that is “invisible” in most schools. Not only because of the language barrier but because of their status, they try to not bring attention to themselves. This project has given them the opportunity to feel confident enough to raise their voice, be noticed, and hopefully let future ESOL students know that they can achieve their goals, and for many it starts by learning the language.

5. What advice would you give to a teacher who wants to begin a project like this with their students?

As an ESOL teacher you must create a connection with your students. This is not an easy topic for them to talk about. They need to trust you for them to open up and share something as personal and as important as their life experiences in coming to America. 

Once they are comfortable with you and the class, let them write the story from the point of view they prefer.

“The message of my story is for people to work hard just like their parents worked hard for them. The writing process was very emotional. It made me feel sad because I know there is people going through the same things I went through. I want readers to make their moms problems and challenges be worthy, as they sacrificed a lot to make our future better.” - Jack

"It was a bit sad the process of writing my story. But in it, I wanted to express “a reason to fly”, because I had to leave my country and get to another place completely new for me.  I used little birds as the characters, because I remembered that while we were traveling through different cities, my little brothers asked why we did all that. My mom always told them a story like the one I wrote." - Magnolia

“Adaptation processes are different for everyone. When I wrote my story, I was able to express what I feel. With this story I want readers to see that every situation we live has its lesson and sometimes its reward, and that there is a rainbow at the end of a storm” – Lizzeth

"One of the facts for which I left Venezuela was because of the political issues that led our country to be in its current state. In every word of my story there are multiple emotions. Sadness, anger, happiness, but the feeling that was most important to me was "Peace". I want people to know how being an immigrant in a new country, we never give up. The process would not be easy, and we knew it. But we managed to overcome every obstacle. That Venezuelan warrior woman never separates from me wherever she is." - Alexandra

I just wanted to tell you how wonderful the presentation was today and how marvelous your students did.  You are welcome to share this message with them, but I was so impressed with their bravery and courage and poise.  I thought they all did a tremendous job representing themselves and their families and the wonderful work they have created in your classroom.  The book and its contents are outstanding and it is such a pleasure to read such a heartfelt and emotional text where students have the courage to share and show their journey with others and to offer encouragement through hardships and trials they have overcome.  I often believe that difficulties and tests help forge us into the person we are meant to become.  I read a great quote once that “walls are not there to keep us out, but to show us how badly we want something.”  I am very honored to have read these amazing vignettes and see the love these students have for their families and homes.  Thank you so much for sharing these stories with everyone today and for showing us what true courage looks like !!!  I don’t think there was a dry eye amongst many of the adults in the room.  I was certainly having an “allergy” problem listening to everyone speak with such emotion and passion .  Thank you again so much for sharing a piece of your selves, your culture, history, homes, and hearts with us today.  I know that everyone will move on to amazing futures because of the bravery you all have!!

Benjamin Greene

English I Honors and English II Honors and CP

Summerville High School

First and foremost, YOU deserve so much praise for the work you put in with our kids. As you know, I have both subbed for your class and have taught several students. I don’t know if you realize how much you mean to them. I am amazed at how quickly you brought a project like this together in so short a time. I have continued to read the book over the weekend and am moved at each story. I keep going back to Andrea’s “La Tortuga Y El Gran Océano”. That one hits particularly hard.

I love supporting our ESOL students. I learn so much from them. Every experience I have ever had with them in class has been positive. Please let me know how I can continue to do so in the future.

James Carroll

Summerville High School