Colorín colorado este cuento no se ha acabado : modernized folklore Latino style
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This is a children’s literature review of recent Latino folklore. Three theoretical perspectives create the framework of this analysis: Funds of Knowledge (Moll, 1990), Reader Response theories (Rosenblatt, 1982), and Culturally Relevant Teaching (Ladson-Billings, 1992). This work is set within the context of bilingual education that promotes biliteracy. Four themes are identified: Latino Counter Stories of European Folklore, European Cumulative Rhymes Acculturated, New Adaptations of old Latino Folklore, and Folklore Characters in New Adventures. The first two categories include stories with Western European origins that have been adapted to a Latino perspective. In the second category all the stories are cumulative tales. The third category consists of stories of Latino origin that are retold, but modified from the traditional storyline. The last category is a mixture of both European and Latino folklore characters in completely new storylines. Students can expand their literacy while educators create an inclusive classroom by integrating Latino literature and student’s Funds of Knowledge into culturally relevant teaching.