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Rudine Sims Bishops influential essay Mirrors, Windows, and Sliding Glass Doors is foundational to English language arts pedagogy. It provides a framework that supports the incorporation of inclusive texts. Bishop informs us of the power books have to affirm a readers sense of self (books as mirrors), teach about a person or group unlike the reader (books as windows), and fully immerse the reader in the world created by the author (books as sliding glass doors). A common way of interpreting Bishops work is through the lens of identity and cultural markers, particularly race, ethnicity, gender identity and expression, sexuality, and religion. For instance, Cemetery Boys by Aiden Thomas- a young adult novel featuring a transgender, Latine protagonist-would be a mirror for a transgender, Latine reader and a window or sliding glass door for a cisgender, non-Latine reader. We invite English language arts educators to consider another avenue for books as mirrors, windows, and sliding glass doors: multilingualism.
In fact, Bishop acknowledges language in her essay. She references Tales of Belva Jean Copenhagen by Sandra Dutton and My Brother Fine with Me by Lucille Clifton to discuss the power of using language authentic to a characters culture and background. However, there is another linguistic possibility, one that expands the common view of multilingualism beyond knowing and speaking multiple languages to consider the multitudinous, expansive capacities of language.
Seen in this way, books as mirrors have the power to help readers self-actualize by using specific words and phrases that name identities and experiences. For example, an asexual person might not have the language of asexuality until they read Lets Talk about Love by Claire Kann. The identification of specific experiences affirms the asexual readers identity and also gives them the words and phrases to name their own thoughts, feelings, and experiences. Conversely, this book would be a window or sliding glass door for an allosexual reader, providing them with the language to better understand an asexual persons experience. It would also give them the specific words and phrases to more accurately think about the world outside themselves, thereby serving as a form of linguistic justice. Ignorance engenders hatred and oppression; however, naming experiences and offering readers specific language can challenge their preconceived notions, provide them with...