Literacy Matters Vol 24 Winter 2024

be challenging for students to learn about current China and reach a more profound and comprehensive understanding of Chinese culture. Additionally, it could be hard for the readers to communicate with Chinese people in real-life situations. Only 1% of the books represented Asian Americans in the school library, so Asian American students may find it challenging to know who they are and identify themselves in school and society. Bishop (1990) believed that children would engage themselves more in reading if they could find themselves in the books they read, and books can be doors, windows, and sliding glass doors for them. Thus, more books about current Chinese culture are needed, and more books about Asian Americans must be funded.

than China and the United States. Bishop (1997) believed multicultural literature can reflect racial, ethnic, and social diversity. Reading and accessing diverse cultures can provide readers with a critical lens. However, it could limit the opportunities for students to learn the Chinese language from a Chinese author’s perspective and within the Chinese cultural content. Thus, more books written by Chinese authors are recommended. Only 29% of the books in the Chinese corner were about Chinese culture, and 71% of these books about Chinese culture were situated in ancient settings. Many were about food, festivals, famous people in history, folklore, and family. It could

Literacy Matters General Articles

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