Reading Aloud with Care: 6 Tips for When You Can't Speak from the I-Perspective

Rebecca Bellingham's Story:

Reading aloud books that center character identities and experience outside of our own is a significant responsibility. As white educator, I am especially intentional about the way I approach a read-aloud that centers BIPOC (Black, Indigenous, and people of color) voices. To honor the work of these authors and poets, I think about myself as a partner to the text—a vessel of sorts. 

This idea of partnership was a revelation to me after hearing Jewell Parker Rhodes, author of acclaimed books such as Ghost Boys (2019) and Ninth Ward (2010), speak about her work as an author and artist. Rhodes encouraged teachers to see themselves as partners with her, and other writers, when they read her stories or use her work in the classroom. That helped frame the way I approach reading aloud books outside my identity: I am a partner with this book and with this au­thor. It is my responsibility to give kids access to this story, this author, these ideas, this history but I need to be mindful about the way I show up in this moment, the way I use my voice, and the way I create an environment that makes listening, learning, and conversation possible. I need to be particularly mindful of reading these stories with care. It may be my voice the students are hearing, but it is not my story and it is not my experience. As a result, I do not layer in any additional ac­cents or assumed ways of speaking. I read the story, and the dialogue in a straightforward way. I lean into the feelings between characters, but I don’t try to embody the identities of the characters, especially if the characters are marginalized identities. This was especially true as I read aloud Tae Keller’s (2020) book, When You Trap a Tiger. I read the dialogue between Halmoni and Lily tenderly, but in a straightforward way. I didn’t try to embody Halmoni, but I did infuse the dialogue with her love for her granddaughter.

6 Tips for When You Can't Speak from the I-Perspective

1. Be aware of your own comfort level. As always, be mindful of your own comfort level around books outside your own identity and places or phrases that might cause you to feel discomfort, which can inadvertently send the wrong signal or message to children (there’s something inappro­priate or strange about this character’s identity). Are there moments that are making you feel anxious that you might speed through or stumble on? Are there moments that make you uncomfortable because there are references or moments or experiences that feel unfamiliar, that are not what you grew up with? Is there vernacular, language, dialects that you don’t use or feel familiar with? Are there cities, names, or other identifiers in a book that you need to practice or learn how to pronounce before you read aloud? If so, practice reading those parts out loud to get more familiar with the text or the language. You also might find a colleague and simply talk through your questions or uncertainties. There are many resources and guides online where you can look up how to pronounce a name or place and listen for common usages. It’s okay to stumble, but when we center our own discomfort around mistake-making, we are making it about our experience. On the other hand, if our stumbling reveals effort and intention and we handle the moment with grace, then we are thoughtfully modeling how to engage with material even when we can’t speak from the I-perspective. 
2. Read the voices in a straightforward way. Using voices, accents, dia­lects or sociolects outside of one’s own identity can feel inauthentic and might reinforce stereotypes. 
3. Anticipate questions and tricky comments. Be prepared for questions to arise that you might not have immedi­ate answers for, or that might make you feel anxious or uncomfortable. That’s ok. It’s important to model taking a pause when you’re not ready or prepared yet to dive into a potentially fraught or complicated conversa­tion. For example, you might be reading a book like Eyes That Kiss in the Corners (Ho 2021) and a student could comment that the character in the book looks just like a classmate. As an adult, knowing stereotypes about Asian and Asian American identity being viewed as a monolith, you might be eager to shut this conversation down and respond to the student in a way that signals to them that their comment was shameful and wrong. Instead, you might try interrupting with care by saying, “Hmm. I can see you’re trying to make a connection. But every person is different in their own way, and if you look closely, we all have our own unique look.” 
4. Shake up your traditions and take inventory of your classroom library. As you grow into new awareness, you can begin to review your read-aloud picks with a fresh lens. We all have a shelf with our favorites, and we all have books we love reading aloud each year, but that shelf can get dusty! We encourage you to look at your annual favorites and consider mixing it up a bit, sometimes swapping out or letting go, and sprinkling in a few new ones hot off the press.
5. You are a mentor text. Remember that you are modeling and teach­ing how to navigate conversations around identity. The book and the content within the book is only one part of the process. Students will be watching and learning from you as you facilitate the conversation that grows from the read-aloud. There will be times for interrupting with care (as in the tip above) while other times you might need to opt for more firm interruptions to support the students in your classroom who house identities that have been historically marginalized. We are not only modeling strong reading skills, but also a willingness to embrace a learner’s stance, which helps children understand that learning about the world is continuous—that it’s okay to acknowledge what you don’t understand or know yet, and that all of us, even adults, sometimes get it wrong. The important thing is to stay open and keep learning. 
6. Think about intentional pairing. Consider curating materials and media that can help you contextualize the story you’re sharing and engage in a deeper dive into the identity and culture being centered in your read-aloud. This could be as simple as sharing a photograph of BIPOC authors and illustrators whenever you read their stories. For example, after a read-aloud of Fry Bread (Maillard 2019), consider displaying a photo of Kevin Maillard (and sharing that he is a Black member of the Seminole Nation) along with an intentional pairing, like a video clip of Sean Sherman who talks about the history of Indigenous foods and creates dishes that represent tribal diversity.