Welcome
Alan Hidalgo Educational Consulting
Alan Hidalgo Educational Consulting, a diverse group of educators, philosophers, linguists, and intercultural experts from around the world, joined together to create literature and corresponding ELA/ELD academic workbooks for teenagers and young adults at the Middle School (grades 7-9), High School (grades 9-12), Alternative Education (continuation schools and court schools), and College and University levels. Some members specialize in literary technique and redaction while others focus on academic skills to be used in the classroom, such as SDAIE strategies for reading comprehension and vocabulary development, literary analysis, higher order thinking, argumentation, rhetoric, and writing composition.
Purchasing Information
Books may be purchased at major websites such as Amazon, Barnes & Nobles, and IUniverse Bookstore
--All books are available in print edition.
--Between Two Worlds Anthology, composed of 10 individual novels, is available in both print and eversions on all major bookseller websites.
--Between Two Worlds workbooks are available in eversions only on the IUniverse Bookstore website.
--Transcendent Argumentation and Rhetoric is a supplementary workbook available in eversion only on the IUniverse website.
Between Two Worlds Series 3rd Edition for High School Honors and College/University ELA classes
--Between Two Worlds: A Multicultural and Multilingual Anthology 3rd Edition
--Between Two Worlds Student Workbook 3rd Edition
--Between Two Worlds Instructor Manual 3rd Edition
Between Two Worlds Basic Edition series for Middle School, High School, Remedial, Alternative Educat
--Between Two Worlds: A Multicultural and Multilingual Anthology 3rd Edition
--Between Two Worlds Student Workbook Basic Edition
--Between Two Worlds Instructor Manual Basic Edition
Transcendent Argumentation and Rhetoric in Socratic Discourse and Essay Composition
Transcendent Argumentation and Rhetoric is a supplementary textbook to be used for High School English Honors classes, English AP Language and Composition classes, and College/University English or Communications courses that are designed for Argumentation and Rhetoric in essay composition and verbal discourse.
The Between Two Worlds Anthology for YA Readers
Between Two Worlds: A Multicultural and Multilingual Anthology 3rd Edition by Alan Hidalgo
The Between Two Worlds Anthology was created to intrigue and to entertain, to inspire and to educate, and to encourage adolescents and young adults to live life with purpose, with depth, with honor, and with abundance. It is composed of ten realistic novels, with ten languages other than English, each with a particular cast of characters and a unique, relevant theme embedded in life lessons that transcend time, nationality, and culture.
Title of Each Novel
Novel 1: The Decision
Novel 2: More Than Tradition
Novel 3: People Skills
Novel 4: If They Only Knew
Novel 5: The Key
Novel 6: Hidden Potential
Novel 7: Multicultural Dilemma
Novel 8: To Be A Champion
Novel 9: Eyes Wide Open
Novel 10: Beyond The Elite
Student testimonies from emails received...
Rafael (High School)
"The first story in Between Two Worlds [The Decision] hit me hard. It reminded me of my own life. Too many Hispanic young men get involved in [bad stuff] around their neighborhood and don't reach their potential. I don't want to end up like that. In the discussions I felt really confident. I've decided to go to college. I want to be a lawyer."
Ricardo (High School)
"I used to think I could talk to teachers however I want, especially because we always outnumber them. I've never liked teachers. But then I read People Skills [Novel 3]. It was a really cool story. It made me think about teachers in a different way. They're people, too, and deserve respect. Everyone deserves respect. I'm seeing it just like Mike [main character from the novel] that if I speak respectfully to teachers they're actually really cool with me."
Celina (Junior High School)
"I was in detention and the teacher asked me what I was reading. I guess it was because I was so quiet. I told him it was a story about a girl from Mexico who gets involved in a gang. He asked me why I like it so much and I told him it was because it was real. They should make a movie out of this story [Novel 9 Eyes Wide Open]."
Stephanie (Community College)
"I really liked Between Two Worlds, especially Multicultural Dilemma [Novel 7] which I read in one day and honestly, I don't even like to read!"
Maria (High School)
"My teacher asked me how I got an "A" on the test and I told her it was because I read the entire story. I even got all my work done! She asked me why I don't do that all of the time and I told her because most of the stuff we read is boring. Between Two Worlds has Spanish and other languages. I learned a lot and bought my own book."
Jarred (High School AP)
"Beyond The Elite [Novel 10] was an incredible novel. I learned a lot more about philosophy. I especially liked Doctor Ajala, even though he was the antagonist, because he was so intelligent and charismatic. I got an 'A' on the multiple choice tests and the rhetorical analysis of speeches in the novel were interesting. The workbook helped me to learn a lot more about rhetoric and the principles of writing an Argument Essay. Really, though, the most fun we had was when we participated in the Socratic Discussion groups and were able to debate each other. It was the first time I had done so with an actual structure. I really got into it. In fact, my older sister is a first year teacher and when I started telling her about it she read it as well."
Robert (University)
"I come from a mixed heritage. Many times people ask me what I am and I just say "American." Of course, I respect my dad's culture (black Cuban) and my mom's (Puerto Rican), but they were both born here and so was I. It gets old. When I read the novels in Between Two Worlds I related to them and it confirmed my belief that we need to stop with all the subtitles and hyphens and quit calling people who aren't white Mexican or Chinese or African American. Yeah, we get it. It can be a source of pride or identity, but it also can be a barrier and cause division. I'm American and as far as I can see, anybody living here and loyal to this country is an American no matter their color of skin or if they speak English with an accent or whatever."
Brian (High School)
"I was put in a CAHSEE class because I failed the test as a sophomore. At first, I goofed off like everybody else. But then after reading the stories of Between Two Worlds, I began to think about my life. It was time to grow up. I became the best student in the class. The teacher made me a leader in our discussion groups to complete the reading assignments and I aced the tests. So, yes, I passed the CAHSEE and left the class. I kind of miss it."
Lester (High School ELD)
"I liked reading a story with people who speak in my language, Tagalog. Lorena was Filipino [from Novel 2 More Than Tradition], just like me. My English isn’t the best as I’ve only been here a year, but I was the only one in the class who speaks Tagalog so I even got to help my teacher and classmates understand some parts."
Christy (College)
"I felt so much like Diane [Novel 4 If They Only Knew] because I am white but grew up in a neighborhood mostly of Hispanics. In school I was one of the few white kids and probably poorer than most. My senior year of high school we had guest speaker after guest speaker talk about scholarships for blacks and Hispanics. I sat in silence. A few others looked bored and a little upset, too. Some were white, some were Asian, and one boy was Arabic. It was awkward when the guest speaker or our teacher looked at us and then passed us by to give the scholarship materials to other students. Prejudice goes both ways. I think America needs to become truly multicultural and equal and less political. We are all Americans regardless of our skin color or heritage and we all need to help each other."
Sarah (Community College)
"I was taking English AP Language and Composition in high school, but all I did was memorize rhetorical devices. I never understood their purpose or how to apply them in my own writing even though we had to read book after book. To challenge myself more, I decided to participate in concurrent enrollment. After reading the chapter on rhetoric from the Between Two Worlds Student Workbook in my English B1A college class, even though it was just one chapter, rhetoric suddenly all made sense. I now understand how to deliberately choose a certain tone according to the subject matter and my audience, and to identify my purpose for writing, and then proceed to select which rhetorical devices are most effective in this context."
Saleh (High School AP)
"I really liked People Skills [Novel 3]! It was a great short novel--fast paced and humorous. Since I’m a basketball player, I enjoyed the main character who was a star athlete. It was a pleasant surprise to read this story as an introduction to rhetoric AKA effective communication. Besides the narrative reflective essay on a verbal altercation we had had in our lives, the discussions also made me realize that people should be respected even if they are not especially intelligent or gifted."
For High School Honors and College/University Students
Between Two Worlds Student Workbook 3rd Edition
The Between Two Worlds Student Workbook 3rd Edition contains the following information to engage students in High School Honors English Language Arts classes for upper classmen as well as English courses and Multicultural Literature courses at colleges or universities:
--Foundational Concepts of the Human Condition and the Human Experience
-Ten major concepts that delve into the human condition and human experience based on the following: Universals found throughout the world and history in human biology, neuroscience, evolutionary psychology, and the concepts of body (physiology), mind (intellect), and spirit (consciousness)
--Ten Novel Units that correspond with the high interest and highly relevant novels of the Between Two Worlds Multicultural and Multilingual Anthology.
-Lesson 1 Vocabulary Development
-Lesson 2 Reading Comprehension and Analysis
-Lesson 3 Ancillaries for the Socratic Method and Socratic Seminars
-Lesson 4 Essay Composition
--Seventeen Levels of Higher Order Thinking Chapters from the Transcendent Path of Argumentation. Key Levels that compose the Argument Structure include the following:
-Independent Thinking (as opposed to indoctrination)
-Valid Interpretation (hierarchy of evidence)
-Interpretation: Logic and Context
-Moral Reasoning (values and disvalues/virtues and vices/normative ethics
-Frames
-Rhetoric
--Five Chapters of Essay Composition that present the system to advance toward mastery complete with Graphic Organizers, Outlines, Essay Templates, and Editor Checklist:
-Argument Essay
-Expository Essay
-Response to Literature Essay
-Narrative Essay
For High School Honors and College/University Students
Between Two Worlds Instructor Manual 3rd Edition
The Between Two Worlds Instructor Manual contains the following materials to support instructors of High School Honors English Language Arts classes for upper classmen as well as English courses and Multicultural Literature courses at colleges or universities:
--Scope and Sequence (Lesson Plans) for Novel Units for High School Honors English Language Arts classes for upper classmen as well as English courses and Multicultural Literature courses at colleges or universities
--Answer keys for all Novel Unit Lessons
--Reading Tests (multiple choice) for all Novel Units and Answer Keys for all Reading Tests
For High School Honors and College/University Students
Transcendent Argumentation and Rhetoric in Socratic Discourse and Essay Composition
Transcendent Argumentation and Rhetoric in Socratic Discourse and Essay Composition was designed to be a supplementary text for high school classes such as English AP Language and Composition or English and Communication courses at the college or university level that teach the persuasive essay, speech, or debate. Also, this textbook is ideal for classes that extend to History and Philosophy that desire to practice Civil Discourse.
Transcendent Argumentation and Rhetoric is composed of the following main components:
I. The Transcendent Path of Argumentation.
II. Socratic Method and Socratic Discussion. This includes the HIdalgo Socratic Terminology used to create an Argument Structure and the Templates used for Socratic Circles and Group Seminars from both the Between Two Worlds 3rd Edition series (High School Honors/College and University courses) and the Between Two Worlds Basic Edition series (high school general and college preparatory classes and collegee/university courses).
III. Argument Essay. This includes the methodology, graphic organizers, and templates necessary to master the Argument Essay.
For At-Risk and Remedial Students and ELD/ESL Students
Between Two Worlds Student Workbook Basic Edition
The Between Two Worlds Student Workbook contains the following materials to support instructors of At-Risk, Remedial, College Preparatory, and ELD/ESL Students at the Middle School, High School, and Community College levels.
--Ten Novel Units that correspond with the high interest and highly relevant novels of the Between Two Worlds Multicultural and Multilingual Anthology.
-Lesson 1 Vocabulary Development
-Lesson 2 Reading Comprehension and Analysis
-Lesson 3 Ancillaries for the Socratic Method and Socratic Seminars
-Lesson 4 Essay Composition
--Ten Levels of Higher Order Thinking Chapters from the Transcendent Path of Argumentation. Key Levels that compose the Argument Structure include the following:
-Independent Thinking (as opposed to indoctrination)
-Valid Interpretation (hierarchy of evidence)
-Interpretation: Logic and Context
-Moral Reasoning (values and disvalues/virtues and vices/normative ethics
-Frames
-Rhetoric
--Five Chapters of Essay Composition that present the system to advance toward mastery complete with Graphic Organizers, Outlines, Essay Templates, and Editor Checklist:
-Argument Essay
-Expository Essay
-Response to Literature Essay
-Narrative Essay
For At-Risk and Remedial Students and ELD/ESL Students
Between Two Worlds Instructor Manual Basic Edition
The Between Two Worlds Instructor Manual contains the following materials to support instructors of At-Risk, Remedial, College Preparatory, and ELD/ESL Students at the Middle School, High School, and Community College levels.
--Scope and Sequence (Lesson Plans) for Novel Units for At-Risk students, ELD/ESL students, and College Preparatory students
--Answer keys for all Novel Unit Lessons
--Reading Tests (multiple choice) for all Novel Units and Answer Keys for all Reading Tests
Mission Statement
Professional Principles
Principle 1: Our work will be educational. All of our literature will be closely connected to educational literary analysis and writing composition. Perhaps more importantly, our educational accompanying workbooks will promote higher order thinking skills via deep analysis of the Argument Structure and application via the Socratic Method and the Argument Essay Response. Much of academia and social media have forgotten or purposely ignored the foundational truths that create personal growth for the individual and enlightenment for society. Namely...
a) Independent Thinking (which must be obtained before interdependent thinking may be understood)
b) Valid Information (Supporting Evidence) for beliefs (which leads to a worldview)
c) Interpretation of information by Logic and Context
d) Objectivity
e) Moral Reasoning (formed on the highest values, the highest virtues, and a synthesis of normative ethics)
f) Masterful Rhetoric (effective communication, which means to incorporate language that is precise, accurate, impacting, fair, and respectful)
Principle 2: Our work will be primarily for teenagers and young adult readers (junior high, high school, alternative education, college, university, etc.). We will write novels that are based on real life, with main characters and events that reflect real life. Our plots will be inspiring, exciting, and profound. We want our readers to enjoy our novels so much that they will not put them down! But, even more than this, it is our hope that young people will be deeply and positively affected by our novels to seek lives of purpose, of virtue, and of intellectual vigor.
Principle 3: Our work will be multicultural and multilingual in nature. We define multiculturalism to mean that every individual possesses a composite of primary and secondary cultures as formed, but not limited to, the following: our heritage, our nationality, our family, our traditions, our language, our customs, and our core beliefs. We believe that culture is fluid i.e. we can add cultures, subtract cultures, change cultures, and transform cultures. We believe that is it never too late to learn a new language and that one can never learn too many languages; often, languages unlock the mysteries of a particular culture. So, we promote multilingualism to learn phrases in native tongues which promote multiculturalism and improve overall reading ability.
Principle 4: Our work will encourage people to be multicultural. We define a multicultural person not as someone of any particular nationality or race or skin color, but rather someone who possesses an open mind to sincerely learn and experience and understand aspects of the various cultures from around the world. It is our firm belief that each culture has its own unique beauty, but also its particular set of strengths and weaknesses. Being multicultural does not mean that we must agree with all of the cultural beliefs, customs, and traditions found throughout the world. Instead, being multicultural allows us to objectively explore the cultures of the world with the hope that we will grow as individuals as we expand our knowledge base and form special bonds with the many unique people who inhabit our world. After all, our greatest social bonds are formed due to our minds and not our physical traits.
Principle 5: Our work will not be religious, but religion will be recognized as an integral part of culture. Rather, our work will be spiritual in nature, meaning that we believe that humanity progresses when we adhere to morality as found in shared values and shared virtues that transcend culture and that have been recognized throughout history to not be harmful but rather beneficial to human beings. Shared values are those presented in such documents as the Universal Declaration of Human Rights, which states that all individuals are born free, are born with equal dignity, and are born with human rights to pursue their happiness. Shared virtues, are those based on such documents as the Hippocratic Oath, which states that we should do no harm and do no injustice to another human being. Virtues such as love, truth, and wisdom transcend culture, age, and time. Yes, applicable forms may differ according to cultural custom, but whether a person demonstrates respect through a kiss, an embrace, the grasping of hands, or a bow of the head, the idea remains that one wishes to demonstrate sincere honor and dignity toward another.
Frequently Asked Questions
Is Between Two Worlds aligned to the Common Core State Standards?
Could you explain the character building component of Between Two Worlds?
Is Between Two Worlds aligned to the Common Core State Standards?
Yes, of course. The Between Two Worlds Anthology is a multicultural and multilingual work, something that is heavily emphasized in CCSS. Instructors will also find that the elements in the Student Workbook are also aligned to CCSS, meaning that lessons were painstakingly created to develop academic language, increase reading analysis, f
Yes, of course. The Between Two Worlds Anthology is a multicultural and multilingual work, something that is heavily emphasized in CCSS. Instructors will also find that the elements in the Student Workbook are also aligned to CCSS, meaning that lessons were painstakingly created to develop academic language, increase reading analysis, foster critical thinking skills through use of Socratic discussions, and provide students with a systematic approach to essay composition, and in particular, the Argument Essay, which is crucial for the SBAC (11th grade). Having said this, the consensus of the Alan Hidalgo Team is that language standards for literature do not change much.
How does an instructor teach a multilingual work?
Could you explain the character building component of Between Two Worlds?
Is Between Two Worlds aligned to the Common Core State Standards?
It must be remembered that Between Two Worlds is written primarily in English. Other languages come in phrases that are usually understood in context. There are times, however, when deciphering another language is difficult. The Alan Hidalgo Team realized this upon conception of Between Two Worlds but felt that a multilingual work would e
It must be remembered that Between Two Worlds is written primarily in English. Other languages come in phrases that are usually understood in context. There are times, however, when deciphering another language is difficult. The Alan Hidalgo Team realized this upon conception of Between Two Worlds but felt that a multilingual work would enhance multiculturalism and bring a certain authenticity to the text. Therefore, the following methodology is encouraged:
- Enjoy multiculturalism! It is okay not to be bilingual or a polyglot, yet be encouraged to continue to learn! It is fun to learn new languages. Teachers should be fine to say, "I'm not sure if this is right, but I'm going to try to read this phrase in [language]." Or, "I am not sure what this means, but perhaps (student) can translate for us?" This will make that particular student feel very special!
- Google Translate is a wonderful site that can translate most languages as well as pronounce them. It may not be as accurate as an educated native speaker, but it is generally very reliable.
- Partner students in collaborative groups where at least one student is familiar with the foreign language demonstrated in the novel. This is a wonderful way to promote multiculturalism!
- Incorporate guest speakers from the foreign language department or elsewhere to assist both teacher and students.
Could you explain the character building component of Between Two Worlds?
Could you explain the character building component of Between Two Worlds?
Could you explain the character building component of Between Two Worlds?
The educators who form the Alan Hidalgo Team comprise a diverse cultural, religious, and philosophical background. Be that as it may, there is a firm commitment among the team to normative ethics and universal values and morals. Thus, unlike relativism, the Alan Hidalgo Team believes that cause and effect patterns exist in spiritual laws
The educators who form the Alan Hidalgo Team comprise a diverse cultural, religious, and philosophical background. Be that as it may, there is a firm commitment among the team to normative ethics and universal values and morals. Thus, unlike relativism, the Alan Hidalgo Team believes that cause and effect patterns exist in spiritual laws as well as natural laws. These laws are universally recognized (meaning by the vast majority of moral, objective, critical thinkers around the world). Each novel in the Between Two Worlds Anthology has a central theme which teaches at least one timeless spiritual truth. Thus, when behavior is analyzed to its ultimate end, one clearly sees that a life devoted to love is far greater than a life full of hatred, a life devoted to truth is far superior to a life dedicated to deceit, and a life devoted to purity is far more fulfilling than a life marked by debauchery.
Educator testimonies from emails received...
Mr. C (High School)
"I was thrown into a difficult situation when I had to take over a freshman English Gen class. The kids were very unruly and unmotivated. I saw that part of the problem was that they were really bored. Most of them just weren't academic at all. In fact, that's putting it nicely. To be honest, most hated school and did not want to be there. And they came from families where most of the parents did not speak English and did not really care about their education. I asked a friend for help, and he mentioned he was piloting a new ELA curriculum called Between Two Worlds by Alan Hidalgo. I asked my principal if we could give it a shot and he agreed since nothing else seemed to be working. I quickly read a few of the novels and started to have hope. I was thinking to myself that this just might work because the novels really related to my students, and the assignments taught ELA standards but did so with real life meaning. Well, it went even better than I thought. The kids actually started to pay attention to me and really got into the novels. In fact, sometimes they would continue to read even when the bell rang and I would tell them that they were going to be late to their next class. I even had one girl take a book home, which I told her was against the rules since I only had one class set. It was the coolest experience to see these kids get into the discussions and really take their essays seriously, as the prompt questions reflected real life scenarios that they were facing: peer pressure, sometimes even gang life, drugs, finding their identity, family issues--you name it. That curriculum saved me."
Professor R (Community College)
"After trying different types of ESL materials for my adult students, all of which were immigrants, I decided to try the Between Two Worlds series. My main motive was that I needed something different because after two years I was tired of seeing students becoming bored and even dropping my classes. To my amazement, my new problem became that the students would not stay within my reading schedule and kept reading ahead! In class, some even cried because they felt that they related so much to the characters in the novels, and they were so moved by the life lessons taught in each novel, a better path forward than many of the life decisions that they had been making. Without even half of the effort, my students began to complete the vocabulary lessons and reading exercises, and they became very engaged in our reading analysis discussions and essay prep. The curriculum is truly life changing!"
Miss K (High School)
"I first used the Between Two Worlds Multicultural and Multilingual Anthology for my CAHSEE class. Most of my students are Hispanic and would be categorized as LEP (Limited English Proficiency). I had a hard time controlling them as they struggled with my English lessons, which were the released CAHSEE stories and some grammar exercises. After another English teacher recommended the Between Two Worlds series, my school agreed to purchase one class set to try it. I have to say that it saved my class! All of a sudden my students became interested in reading, and they began opening up to me about their own lives. Many times after completing the exercises in the workbook or writing an essay, they would stay after class and talk to me about issues they were facing. Oh, and many started to improve their English skills. My CAHSEE passing rate was the highest it has ever been!"
Mr. W (Middle School)
"There is substance between the pages of Between Two Worlds that you don't often see in modern fiction. Most of today's writers are purely focused on sensationalism or the latest trend in novels. Hidalgo takes a different approach. He writes compelling narration with characters who are authentic and surrounds them with interesting yet all too realistic plots. One of my students read in silence after school one day. Later, she told me she was really moved by the fact that one of the characters, Manuel, reminded her of her older brother [from Novel 1 The Decision]. Teachers: take note! Reluctant readers will read and be more than willing to discuss the many themes presented in the ten novels that make up the anthology. More reading means more learning and more learning means results!"
Mrs. A (High School)
"I usually do not teach literature that is primarily English in my Spanish classes, but I felt students were getting a bit bored, and I also wanted to provide them more of a cultural connection. I was very moved by The Decision [Novel 1] and the all too common struggles of many Mexican American students who must cope with two cultures and two languages. The novel not only demonstrates English and common Spanish phrases, but also life principles, such as the successful students learn that there is nothing wrong with cherishing more than one culture and more than one language."
Professor D (College)
"The beauty of the Between Two Worlds curriculum is that it is so comprehensive. I have used it for both expository reading and writing courses and literature courses. For expository reading and writing courses, the novels from the Anthology foster deep discussion on important life issues, social issues, and the Student Workbook not only provides precise details on the format of the essay but also explains the concepts behind the Introduction, the Body (Argument Structures and Counterargument and Response), and the Conclusion. For literature courses, the novels provide multiculturalism, even other languages, interesting characters to analyze, and detailed instruction from the Student Workbook on the Response to Literature Essay."