Questions 41 - 50
Children's multicultural literature plays an increasingly significant role in early childhood
classrooms. Multicultural literature - literature that focuses on people of color, religious minorities,
regional cultures, the disabled, and the aged - plays a significant role in the development of children's
Line cross-cultural understanding. A,s societies become an increasingly complex blend of ethnicity, family
(5) structure, shared values, spirituai beliefs, and socioeconomic class, this cultural and linguistic
diversity has heightened awareness of and sensitivity to the needs of all people.
High-quality multicultural literature has the capacity to foster children's understanding of and
respect for their own cultures, as well as the cultures of others. ln her poignant book Against Borders,
Hazel Rochman (1993) explains the overall purpose of multicultural literature: Agood book can help to
(10) breakdown barriers. Books can make a difference in dispelling prejudice and building community: not
with role models and literal recipes, not with noble messages about the human family, but with
enthralling stories that make us imagine the lives of others. A good story lets you know people as
individuals in all their particularity and conflict; and once you see someone as a person - flawed,
complex, striving - then you've reached beyond stereotype. Stories, writing them, telling them, sharing
(t5) tnem, transforming them, enrich us and connect us and encourage us to know each other. Quality
multicultural literature defies stereotypes and biases while providing a window into the lives of diverse
people. lt has the added benefit of helping children recognize unfairness and consider multiple
perspectives and values, while providing models for challenging inequity.
Selection of quality children's multicultural literature begins with the same criteria that apply to
(20) selecting quality children's literature in general: the literary elements of plot, characterization, setting,
theme, and point of view must be intenruoven to create a convincing story in an age-appropriate
manner. Caregivers and teachers also would be wise to examine illustrations and pictures for
authenticity and accuracy. lt is especially important that real people, real situations, and authentic
illustrations be depicted. These realistic elements are instrumental in children's ability to comprehend
(25) text and make meaningful connections from the story. Other important characteristics of quality
multicultural literature include believabie characters and realistic life styles with which ehildren can
identify, authentic ianguage, and historical accuracy. ldeally, selected children's books represent a
variety of settings and themes, providing opportunities for children to consider multiple perspectives
and values. These criteria are the hallmark of high-quality multicultural literature.
(30) As Rochman (1993) eloquently asserts, "The best books break down borders, they surprise us
and change our views of ourselves; they extend that phrase 'like me' to include what we thought was
foreign and strange". This changing view of oneself is especially important for children to consider at a
young age if they are to embrace true multiculturalism. Additionally, the reader is urged to choose a
variety of genres and cultures for read-aloud rather than using a single book to represent a particular
(35) culture. Finally, because classrooms are becoming increasingly diverse, the messages that teachers
promote through the books they select and read should convey respect for diverse cultures.
Aside from providing a greater appreciation and understanding of the self and others, multicultural
literature also boosts crucial literacy skills in the areas of oral language development, vocabulary
growth, comprehension, inference making, analyticalskills, imagination, and creativity. ln particular,
(40) rich language is embedded within multicultural literature. When children listen to multicultural
literature, they are exposed to more challenging vocabulary and unfamiliar concepts. These often
include specialized information pertaining to geography, ethnicity, custrlms, and vocabulary
associated with traditions of people across the globe.
41. According to the passage, multicultural 42. The word "foster" in line 7 can be best replaced
literature focuses on all of the following, by which of the following?
EXCEPT (A) Encourage
(A) Senior and minority citizens (B) Explain
(B) People of different political views (C) Share
(C) People with disabilities (D) Reach
(D) Culturaltradition
43. How does the author view the book Agarnsf 47. According to the writer, realistic imagery is
Borderwritten by Hazel Rochman? important because it
(A) Fullof prejudice (A) helps children make meaningfut
(B) Unrealistic associations from the story
(C) Moving (B) assists teachers to retell the stories in a
(D) Complex lively way
(C) gives children role models appropriate for
M. ln her book, Hazel Rochman suggests all of their age
the following as the purposes of multicultural (D) indicates that people are complex and
literature EXCEPT flawed
(A) To remove racialbarriers
(B) To humanize people 48. ln which of the following paragraphs does the
(C) To set prejudice aside writer highlight the importance of diversity in
(D) To support stereotyping classroom reading?
(A) Paragraph 1
Which of the following words in paragraph 2 (B) Paragraph 2
CANNOT be used as examples of (C) Paragraph 3
"unfairness"? (D) Paragraph 4
(A) Prejudice
(B) Conflict 49. The word "these" in line 4'l refers to
(C) lnequity (A) Children and multicultural literature
(D) Bias (B) Crucial literacy skills of language
development
46. Which of the following would be most likely the (C) Challenging vocabulary and unfamiliar
main idea of paragraph 3? concepts
(A) Factors to consider when choosing (D) Traditions of peopte across the globe
children's multicultural literature are
identical to those applied when 50. How does multicultural literature benefit
choosing children?
any children's books. (A) By teaching them new concepts and
(B) ln addition to other common criteria of expanding their vocabulary
quality children's books, multicultural (B) By enabling them to understand people
literature must also regard illustrations, better and improving their literacy skills
characters and settings. (C) By enhancing their crreativity and power
(C) Multicultural literature must ideally be able of analysis
to represent real people and situations, (D) By providing role modets and rules of
realistic lifestyles and deplct authentic proper behavior
illustrations.
(D) True multicultural literature will provide
children a greater appreciation and
understanding of the self and others.
