“Around the World We Go!” by Margaret Wise Brown is a little bit different from every other multicultural book I have read that tries to include many different types of people and children. Why? Let me explain. Instead of just talking about differences and stating that we all have/use different languages to communicate, this book actually demonstrates and models how to say things like “Hello” and “How do you do” in those different languages. The author has chosen several different languages, including (but not limited to) French, Spanish, Chinese, and English to say the same thing in different ways.
The book also features rhyme and rhythm throughout as well as repetition. For example, as you can hear, “lands” and “hands” rhyme! As you can see when you read the text, too, the title of the children’s book, “Around the World We Go”, is repeated again and again throughout the story. The book then comes full circle with the children “zooming” around the world and traveling to the different places in the illustrations. The book could also be used as a simple way to start or introduce a social studies lesson in the earliest grades since it features special monuments around the world like the Eiffel Tower in France and the pyramids in Egypt! However, we, as teachers, would definitely want to bring in a whole bunch of different texts for students to work with as well. Just having one, a handful, or even ten books to work with in a unit is not enough; we need MORE! And, it is important to note, these texts we teachers bring in should vary in length, structure, level, etc. for students to get the most out of the thematic or learning unit. Basically, the more the merrier! Choice should be a “no brainer” as it is so critical for learning and reading effectively! Students will get the most out of the text if they have chosen it and picked it out themselves!
Another aspect of this text that is highly applaudable is how wide and far this book’s reach is (or can be). Even though it does not feature loads of actual words, there is so much to be said about it, and so many grand conversations can take place before, during, and after grappling and engaging with this text. For example, we can start discussing, as a class, different ways people may find it is best to dress according to their climate and weather. Another example of a conversation we may have with children and young readers is how, depending on what part of the world we come from, that may determine/influence the language we speak, the clothes we wear, the color of our skin, eyes, hair, etc., the culture we engage in, the holidays and festivals we get involved in, and much more! While this may seem like common sense to us as adults, this is a BIG step for young children! Just like the Alphabetic Principle, for instance, or the fact that each letter represents a certain sound or that writing and reading correspond/go together in many ways, this is a big concept! The earlier we can introduce ideas like this to children, the better off they will be later on (especially academically)!
I know that my future students (and those that I plan to read this with as a teacher) will also appreciate the colorful illustrations and clear translations! Some books, and, in fact, one book I already reviewed on this blog called “Subway Sparrow” feature multiple languages, but fail to actually tell readers who do not know the language what it really means. For example, I do not speak or read Polish or understand it very well, so reading some of the sentences in Polish in “Subway Sparrow” were hard for me to understand. Now, while I still think it is good to have to use clues to infer what someone else is communicating in a text, it is nice that everything in this particular text is very concrete and clear. Unlike “Subway Sparrow,” one word or phrase is said in English, and then all other featured languages follow.
I also like that this book included languages we do not hear too much about here in the United States, so it can really open teacher and student eyes! Now, while this book obviously does not even cover a fraction of the amount of languages out there on the planet, it opens up the possibility or idea that “Hey, I did not know this/.these language(s) existed, but now I do” and “I wonder what other languages I could learn or become more familiar with.” As I mentioned, this book features English, Spanish, French, German, Portuguese, Hindi, Chinese, and more! However, while this may seem like a lot, it isn’t overwhelming because, as a side project, each student could do a project on a country or language and talk about it with their classmates (at least in the younger grades, which I think this text is more geared for). Students could also make posters or brochures for each place or make a short writing piece and a few sentences (like in first grade) about the country they selected. I remember making brochures in second grade as a project and absolutely loving it! My only complaint, actually, is that, while the author did show and touch on places like Africa, Japan, and Australia in this book, the author did not provide how to say “How do you do?” or even “Hello” in these languages. While I am not sure why, I suspect it was to keep the book shorter and more concise. However, if I could write this book myself, I would include MORE languages! Why not make this text even more diverse, multicultural, and inclusive? It is okay if it gets a little lengthy in the process, and I know many teachers would agree with me on this one! The book is already very brief!
In the beginning of the book, the author names several continents, too, but does not go into many African languages, for example, like Igbo, Hausa, Oromo, etc. though I wish it did! On the other hand, it IS great that the author seems to have made a great effort to include all cultures, even if that goal was not fully accomplished. I think most students would be able to relate to at least one character or one aspect of the book (again, at minimum)! This, I would say, then, is a job well done!
Lastly, I really appreciate the masterpiece of a book this is due to its celebration and appreciation for ALL cultures, countries, places, etc. No language, for example, is implicitly (or explicitly) better than one another. Even the English language is simply there for the purpose of showing students that it is another possible language humans can speak around the world. The children in the story and on the front cover are also all holding hands in a circle, and unfortunately, in other children’s books, though not many, it seems that some American authors try to imply that English is the best, which I do not agree with. We English speakers should not think that our language is superior to other languages because that is simply not the case. English may be well known in many countries, but it is not number one everywhere. Plus, when one language is deemed as “superior” (just like when one person is seen as superior), it tends to put other languages, people, etc. down. It belittles others and makes them feel inadequate and undervalued, which is simply not the lesson(s) we should be trying to teach our students.
Though I mentioned first grade activities for this text, I believe this book would be most appropriate for preschool or kindergarten. For all of the reasons I stated above, as well as my belief (which I acquired from Dr. Powell in my classroom management class last semester), it is never too late to start teaching children about different cultures, races, backgrounds, etc., I would recommend this literature to others. Teachers who want to include a lovely text into their diverse, colorful, lively, and abundant classrooms should incorporate this text. Classroom libraries are simply missing something without “Around the World We Go!” Let’s unpack that social oppression and discrimination from an early age! Let’s have our students see things clearly so they can impact the world in a positive, uplifting way for each and every person!
Emma's Education 307 Class 