Using Books About Immigration in the Classroom

Books can be a powerful doorway into a topic that is complex and highly personal, such as immigration. They can serve as mirrors for students who see their experiences reflected and validated; they can also serve as windows for other students (and adults) who gain a new perspective, some background knowledge, and perhaps a new level of empathy as well.

As Dr. Rudine Sims Bishop, who created the “windows and mirrors” metaphor, says, “When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience.”

Here are some ideas for using books related to immigration in the classroom, as well as recommended booklists for children's and young adults.

Note: Educators and school staff should never ask students about their immigration status. All students have a right to a K-12 public education regardless of immigration status.

Choosing Books

The following tips can help guide your selection of books related to immigration:

• As you get to know your students, look for books related to your students’ experiences and cultures (without asking your students direct questions about their immigration experiences).
• Ask colleagues for their input on cultural authenticity.
• Include the books you find in classroom libraries, school libraries, reading rooms, parent resource rooms, or other places where families will be able to share them.
• Look for ways to include these books as a part of a class unit or classroom read-aloud.
• Keep in mind that picture books can be great resources for older students and adults as well.

See related ideas in the following article:

• Building Bridges Through Storytelling: What Are Your Students' Stories? (Colorín Colorado)

Note: Many immigrant and refugees have experienced trauma. Educators are encouraged to seek guidance in trauma-informed practices and should use care and sensitivity in discussing topics that may be traumatic. Learn more from the Dearborn video below as well as the from the following articles:

• Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress
• Addressing Student Trauma, Anxiety, and Depression

Talking about Big Topics

When talking about a big topic like immigration, it's helpful to know some strategies for navigating those classroom discussions. 

Use care with challenging topics

These topics can be difficult to navigate, particularly if they impact members of the class personally.

• Do careful research and look for materials from well-established, trustworthy sources.
• Think about your own point of view and possible biases.
• Be well-prepared and anticipate the need to manage discussions on controversial topics.
• Consider the best way to approach the topic so as not to put students on the spot.
• Assure students that you will respect their privacy when introducing a topic like immigration, and that they do not have to share any personal information to participate. (See more on this topic in our section on immigrant students' silence.)
• Create a list of guidelines for respectful classroom discussion with the class.
• Reiterate that disrespectful speech/behavior and bullying will not be tolerated.
• Look for strategies designed to increase student understanding and dialogue, such as dialogue circles and the activities compiled by from Facing History and Ourselves.
• Look for ways to foster students' empathy. (See ideas under the section on "Teaching empathy.")

Here are some additional resources to support that work:

• Navigating Tough Topics in the Classroom: Tips for ELL Educators (Colorín Colorado)
• Building Community with Student-Driven Discussions (Edutopia)
• Creating a Safe Space for Students to Discuss Current Events (Edutopia)
• Making Space: Teaching After Trauma (Edutopia)
• Building Perspective Through Meaningful Discussion (Edutopia)
• Current Events in Your Classroom: Ideas for Middle and High School (Facing History)
• The best way to teach current events? Let students lead (KQED)
• What are good strategies teachers can use to explore "controversial" topics? (Ed Week)
• Fostering Civil Discourse: How do we talk about topics that matter? (Facing History)

Booklists

ELL, Immigrant, and Refugee Stories: Books for Children and Teens

Books for young children

• Immigration Stories: Books for Young Children

Books for older children

• Afghan Voices: Books for Children and Young Adults
• Back-to-School Stories
• ELL Stories
• Family Separation: Stories and More
• Immigrant Stories: Angel Island
• Immigrant Stories: Ellis Island
• Immigrant Stories: Family Keepsakes
• Immigrant Stories: Home at Last
• Immigrant Stories: Life Along the Border
• Immigration Stories: Hispanic Heritage
• Irish Stories: Immigration and More
• Migrant Farmworker Families: Books for Kids
• Syrian Stories: Books for Children
• The Refugee Experience: Books for Children

You Are Welcome Here: Supporting the Social and Emotional Health of Newcomer Immigrant Students

In this excerpt from Colorín Colorado's award-winning film You Are Welcome Here, middle school teacher Anna Centi in Dearborn, MI talks about connections her refugee students from Yemen made to Linda Sue Park's book A Long Walk to Water, observing that she has been able to push her students with more rigorous text when they make those kinds of connections.