The Alan Hidalgo Team, a diverse group of educators, philosophers, linguists, and intercultural experts from around the world, joined together to create literature and corresponding academic workbooks for young adults at the high school, 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.
--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: A Multicultural and Multilingual Anthology 3rd Edition
--Between Two Worlds Student Workbook 3rd Edition
--Between Two Worlds Instructor Manual 3rd Edition
--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 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.
Scope and Sequence of the Between Two Worlds series for High School English Honors classes and College or University English courses.
Scope and Sequence of the Between Two Worlds Basic series for Remedial Junior High and High School classes, Alternative Education classes, and Advanced ESL College and University courses.
Implementation of the textbook Transcendent Argumentation and Rhetoric as a supplementary text for High School Honors and AP English classes and College and University English and Communication courses.
Socratic Methodology: The Hidalgo system to conduct Socratic Seminars on controversial topics (related and unrelated to the Between Two Worlds Anthology) via the completion of the Hidalgo Socratic Method Templates. These templates are the results of years of work, which guide students to form an Argument Structure i.e. a world view.
Essay Composition and Evaluation: The Hidalgo System to write outstanding academic Essay Compositions with powerful Argument Structures via deductive and inductive reasoning, and the Hidalgo system of evaluation:
Evaluation Rubric 1: Organization = 25%
Evaluation Rubric 2: Argument Structure = 50%
Evaluation Rubric 3: Rhetoric = 25%
School Personnel interested in contacting the Alan Hidalgo Team may do so via our website or by writing us at:
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
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 young adult readers (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.
The Between Two Worlds Anthology: A Multicultural and Multilingual Anthology Third Edition by Alan Hidalgo 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, each with a particular cast of characters and a unique, relevant theme embedded in life lessons that transcend time, nationality, and culture.
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
Each of the ten novels that comprise the BTW Anthology display a diverse cast of characters, representing the many ethnicities, skin colors, and cultures that comprise the vast American landscape. And while the anthology is written in English, and various American subcultures are represented, there are also distinct cultures from other countries which are predominant and there are other languages besides English which are presented in each novel in the form of sentences or phrases to embellish a particular cultural origin of emphasis that has resulted from centuries of immigration to the United States of America.
Novel 1: Mexican, American cultures with sentences/phrases in the Spanish language. Main Character: Manuel De La Rosa, who is Mexican American.
Novel 2: Filipino, American cultures with sentences/phrases in the Tagalog language. Main Character: Lorena Olorsisimo, who is Filipino American.
Novel 3: American culture (English only). Main Character: Mike Nathan, who is white American.
Novel 4: American, Arabic, Russian cultures with sentences/phrases in the Spanish, Arabic, and Russian languages. Main Character: Diane Davis, who is white American.
Novel 5: Puerto Rican, American, Guatemalan cultures with sentences/phrases in the Spanish language. Main Character: Marc Wilson, who is of mixed racial background, of Puerto Rican and black American heritage.
Novel 6: American, Chinese, Nicaraguan cultures with sentences/phrases in the Chinese, Italian, and Spanish languages. Main Character: William Dean, who is white American. Secondary main character, Maria, who is from Nicaragua and has immigrated to the USA.
Novel 7: Argentine, American, Jewish cultures with sentences/phrases in the Spanish, French, Italian, and German languages. Main character: Miranda Frondizi, who is Argentine and immigrates to the USA. Secondary main character is Ben Kurtz, who is Jewish American.
Novel 8: Korean, Brazilian, American cultures with sentences/phrases in the Korean and Portuguese languages. Main character is John Kim, who is Korean American. Secondary main character is Robson Da Silva, who is Brazilian and has immigrated to the USA.
Novel 9: Mexican, American cultures with sentences/phrases in the Spanish language. Main Character: Betania Soliz, who is from Mexico and has immigrated to the USA.
Novel 10: American, Nigerian cultures with sentences/phrases in the French and Nigerian Patois languages. Main Characters: Aaron Holmes and Terrence Washington, who are black American; and Doctor Timothy Ajala, who is Nigerian and has immigrated to the USA.
The Between Two Worlds Student Workbook Third Edition was designed to provide three crucial educational ELA elements: Argumentation (critical thinking), Reading (literary analysis), and Writing (essay composition).
The Between Two Worlds Student Workbook 3rd Edition presents the Transcendent Path of Argumentation. This path includes 17 principles of higher order thinking which foster the development of critical thinking and moral reasoning, which enable students to accurately identify valid information and to cognitively process and interpret information in order to form worldviews. Also included is the Hidalgo Methodology to the Socratic Method and Socratic Discussions, complete with terminology and templates. Practical application includes Civil Discourse, rhetorical analysis of text, and argumentative analysis of text.
The Between Two Worlds Student Workbook 3rd Edition includes two lessons that correspond to each of the ten novels of the Between Two Worlds Multicultural and Multilingual Anthology. The first lesson is on vocabulary development. There are 10 words that are in bold print in each of the 10 novels. The second lesson is on reading comprehension and analysis, where students analyze the settings, the plot structure, and the main characters of each of the 10 novels complete with literary, rhetorical, and behavioral analysis.
The Between Two Worlds Student Workbook 3rd Edition includes the Hidalgo methodology of essay composition. The four main essay genres are addressed; namely, the Argument Essay, the Response to Literature Essay, the Expository Essay, and the Narrative Essay (biographical and reflective). Each essay genre is complete with graphic organizers and writing templates as well as Editor Checklists. The result is a blueprint for essay composition mastery that will profoundly aid students to understand the components that comprise the structure of essay composition.
The Between Two Worlds Instructor Manual Third Edition was designed to provide three crucial educational ELA elements: Curricular Scope and Sequence, Sample Answers, and Multiple Choice Tests Student version and Instructor Version (Answers).
The Between Two Worlds Instructor Manual 3rd Edition includes complete Novel Unit Lesson Planners for High School Honors English classes and College/University English courses. These lesson planners include the Hidalgo methodology to teach the Between Two Worlds series complete with tables that demonstrate how to present the Instructor Manual, the Anthology, and the Student Workbook together to teach two full Novel Units that serve as model instruction for yearly or semester incorporation.
The Between Two Worlds Instructor Manual 3rd Edition includes the following:
Sample Answers for Lessons I Vocabulary Development and Lessons 2 Reading Comprehension and Analysis for each of the ten novel units.
Ten multiple-choice tests for students, each designed with the following sections:
I. Vocabulary (10 words from the novel)
II. Match the Quote (main characters and representational quotes from the novel)
III. Reading Comprehension (factual recall from the novel regarding main characters and events)
IV. Reading Analysis (higher order thinking to make judgments based on how a character would behave or why a character committed a certain action or made a certain statement or the meaning or significance of a specific event as well as the identification and understanding of literary and rhetorical devices).
V. True or False (regarding characters or events in the novel).
There is also an Answer Key for all ten multiple choice tests. Instructors are easily able to grade tests and discuss answers with students for review.
The Between Two Worlds Student Workbook Basic Edition contains the following information to engage students in English Language Arts and English Language Development Classes:
--Ten Novel Units that correspond with the high interest and highly relevant YA novels of the Between Two Worlds Multicultural and Multilingual Anthology.
-Lesson 1 Vocabulary Development
-Lesson 2 Reading Comprehension and Analysis
-Lesson 3 Essay Composition
--Ten Levels of Higher Order Thinking Chapters from the Transcendent Path of Argumentation.
-Independent Thinking (as opposed to indoctrination)
--Five Chapters of Essay Composition
-Response to Literature Essay
The Between Two Worlds Basic Series was created especially for English and English as a Second Language Instructors.
--At-Risk and Remedial students are too often bored with English curriculum. They find no relevance, no life connection, and therefore they are not motivated to read, to write, and to think and analyze. Instructors will find that students will love reading the novels of the Between Two Worlds Anthology and analyzing them with SDAIE organized lessons. The results are students who positively develop their personal character, increase reading ability, increase writing ability, and raise test scores.
--First and Second Generation Students often feel that they cannot relate with typical literature selections found in English classes at the high school and community college levels. Due to the multiculturalism and mulitlingualism of the Between Two Worlds Anthology and the inclusive philosophy built on real life universals of humanity, which display the objective strengths and weaknesses, and similarities and differences within all cultures, as commonly seen in the United States, ELD/ESL students naturally find connection and relevance as they participate in the reading and writing curriculum of the Between Two Worlds Basic Series.
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.
--Lesson Planners (separate) for entire Novel Units that are especially designed for At-Risk/Remedial Students, ESL/ELD Students, and College Preparatory Students.
--Answer Keys for all Novel Unit Lessons.
--Multiple Choice Tests and Answer Keys.
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 Groups.
III. Argument Essay. This includes the methodology, graphic organizers, and templates necessary to master the Argument Essay.
“Transcendence is a philosophy, a way of life, of body, mind, and spirit, encapsulated by the Transcendent Path. Transcendence is based on the highest universal principles of humanity as expressed by the deepest thinkers throughout history and throughout the world as well as the most noble and virtuous human beings throughout history and throughout the world; universal principles based on the physical and mental human condition and the human experience; universal beliefs and behaviors that have been proven to bring wellness to the individual and progression and prosperity to society and which transcend time, race, nationality, and culture.”
The foundational concepts and principles of understanding humanity is largely based on the Renaissance Humanism, a philosophy of human potential, of human dignity, of human virtue, of human aesthetics, of human rhetoric, of the optimization of the Mind, the Body, and the Spirit, to best understand the world in which we live thru realism i.e. the scientific method, to reason, while maintaining the connection of the physical and the metaphysical.
In human relationships, it is of the utmost importance that the many themes of life, that is, subject matters, topics, issues, that emerge, are communicated in a manner that displays mutual respect, a genuine search for truth, and a genuine desire for wellness.
--Many classrooms miss the mark of civil discourse due to fear of offending another or due to fear that an opposing view may be expressed which becomes more powerful than the current narrative; the result is the elimination of the civil right of freedom of speech and thus some topics are not allowed to be discussed while other topics may be discussed but only certain viewpoints are allowed to be expressed.
-- Many classrooms miss the mark of civil discourse due to lack of training and structure; thus, a chaotic setting emerges, resulting in intense emotion, shouting, personal name calling and threats, as students seek to "win" an argument by any means necessary, which far too often means pure dominance and intimidation, and the response is either fight or flight.
State of Mind toward Myself
State of Mind toward Others
State of Mind toward the Discussion
State of Mind toward an Impasse
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.
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:
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.
"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."
"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."
"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]."
"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!"
"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."
"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 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."
"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 hyphons 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."
"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."
"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."
"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."
"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."
"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."
"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."
Ms. 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!"
"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!"
"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!"
"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."
The Alan Hidalgo Educational Team enjoys correspondence. It is a delight to know how our textbooks have fostered positive change in the lives of instructors and students. And, of course, for those interested in educational consulting for the Between Two Worlds series or for Transcendent Argumentation and Rhetoric, training is available in person on site or via video conference.