1.

I reach out to families, explain the project, and ask for volunteers. Each class that I teach usually ends up interviewing about 5 people.

2.

My students brainstorm questions and I type them up.

3.

We practice interview techniques in class, including how to ask follow-up questions. We discuss rules and etiquette, such as accepting that interviewees can choose not to answer any question that they don’t wish to.

4.

When an interviewee comes, we leave it up to them whether to share a summary of their story and then take questions, or to do the whole interview as a Q&A. The only request I make is that if they start with their story, to make it somewhat brief, so that the students will still have questions at the end of it. Also, I let interviewees know that if they’d like to bring a show-and-tell item, they are free to do so, but it’s by no means necessary. Some do, some don’t.

5.

After the interview, I type up a transcript. This can be quite time-consuming. If the person has an accent similar to a sort of stereotypically standard, “newscaster”-type American accent, automated transcription apps can save time, but they will still include errors that need to be corrected.

6.

After all of the interviews are over, students choose which person they want to focus on. They work in small groups to read the transcript numerous times together.

7.

Students choose quotes that represent what they feel is interesting and important about this interview. The quotes are usually just the words of the immigrant, but occasionally it’s necessary to include the question for the quote to make sense.

8.

Students cut out the quotes and arrange them in an order that makes sense to them.

9.

Students write an introduction that includes basic information about the place the interviewee comes from and the reason why they im/migrated.

10.

Students create a collage illustration for each quote, using origami paper, other paper, watercolors, marker, colored pencils, etc. The choice of collage as a medium represents the fact that an im/migrant’s life is composed of many different experiences, influences, and cultures.

11.

Students assemble all of their materials into a blank book, and we invite interviewees, family members, and members of our school community to a celebration in which we share the books.