The House on Mango Street is full of short passages perfect for beginning and intermediate English learners.
The vocabulary is not overly challenging, and yet you’ll find new words to study. And best of all, even with very simple language, these short pieces of fiction resonate. There’s so much meaning and feeling packed into every word and every page.
See the free lesson on “Hairs” on ELLiterature here. (Includes a creative writing prompt inspired by the story!)
The narrator of House is Esperanza, a girl growing up on Mango Street in a neighborhood that doesn’t match her dreams. Here’s what Cisneros said about creating Esperanza:
MONTAGNE: Sandra Cisneros, give us a little sense of what the world was like when you created Esperanza.
Ms. CISNEROS: Well, I was fresh out of graduate school. I had started Esperanza in Iowa at the University of Iowa, feeling very displaced and uncomfortable as a person of color, as a woman, as a person from working-class background. And in reaction to being there I started to have some Mango Street almost as a way of claiming this is who I am. It became my flag. And I realize now that I was creating something new. I was cross-pollinating fiction and poetry and writing something that was the child of both. I was crossing borders and I didn’t know it.
She goes on to say:
Cisneros: When I wrote “House,” when I started it, I didn’t think I was giving voice to Latino women. I thought I was just finally speaking up. I had been silenced, made to feel that what I had to say wasn’t important.
I wanted to write something in a voice that was unique to who I was. And I wanted something that was accessible to the person who works at Dunkin Donuts or who drives a bus, someone who comes home with their feet hurting like my father, someone who’s busy and has too many children, like my mother. I wanted this to be lyrical enough so that it would pass muster with my finicky classmates, but also open to accept all of the people I loved in the neighborhood I came from.
Source: ‘House on Mango Street’ Celebrates 25 Years. NPR. April 9, 2009. https://www.npr.org/templates/story/story.php?storyId=102900929
Cisneros articulates here why I think this book is so accessible for English learners, both in readability and meaning. The cross between poetry and prose she has created (which she didn’t even realize she was creating at the time of writing) makes the stories accessible in length and at the same time, as is characteristic of poetry, so much meaning resonates in every word. With a few vocabulary clarifications, readers can connect with complicated emotions and questions of life.
She’s also created pieces that busy working people would read right alongside the literary crowd. These “borders” she walks in both form and writing style make House moving and real. In unassuming language, Cisneros gives us a voice in Esperanza and an experience of her family and neighbors that feels real for all those on their own version of Mango Street, which doesn’t quite match up to the ideal, for all those who dream.
I’ll leave you with a snapshot from another interview. Here’s what Cisneros said when asked how she felt about her book being taught so widely in American schools today. It’s something I think about as a teacher: Sometimes when we bring a book into a classroom, it can lose its magic, its connection. When we’re asked to analyze it, to answer questions, to break it down, the experience of reading is often different than if we connect to it on our own. Yet, gaining the skills to read more closely in a language classroom can also help us appreciate what we read more. Her answer reminds me why I teach literature and to strive to let the book do its work, “play its music,” in addition to what I feel is important to teach students:
Q: What is it like knowing that this book is taught so widely in American schools today?
A: I don’t take it personally. It has nothing to do with me, or with my book. The book is being taught because it is telling a story that has spiritual resonance at this time in history. It is serving a need, it is doing its healing, it is transmitting light, but I was just the conduit for that light, not the source. I am grateful that the timing was right for my labor to be recognized, and that the readers were ready to hear this story at this time. I am fortunate and blessed to be the flute, but I recognize and acknowledge I am not the music.
Source: Interview with the Chicago Public Library: https://www.chipublib.org/interview-with-sandra-cisneros/
See the free lesson on “Hairs” from ELLiterature here! + a creative writing prompt inspired by the story.
ELLiterature was created as an answer to a problem I found in teaching ELL students. “Classic” literature (though it has its place) had too much antiquated vocabulary and was difficult for students to connect to. “Abridged” texts were … boring. I’m creating a collection of accessible poems and short stories for those learning English and for their teachers. Find texts, lessons, and teacher resources on ELLiterature!