“Dora! Dora!” squealed my 18-month-old son from his stroller on the crowded subway platform. I scanned the crowd but could not locate the source of his excitement. Then a young girl turned her back to us and I saw on her purple backpack the face of “Dora the Explorer,” whose name had made its way into my son's small vocabulary. This scene could have easily taken place in any city or town in the US; young children of all ethnicities are familiar with Dora's animated television program. Worldwide, parents have spent over $3 billion on Dora the Explorer merchandise since 2001, and most products feature English and Spanish phrases (Jiménez, 2005). And Dora is not alone: her show was just the first in a recent wave of animated educational children's programs featuring Latino main characters and dialogue in Spanish.
Masi de Casanova, E. (2008), "Spanish language and Latino ethnicity in children's television programs", Dennis, R.M. (Ed.) Biculturalism, Self Identity and Societal Transformation (Research in Race and Ethnic Relations, Vol. 15), Emerald Group Publishing Limited, Bingley, pp. 159-185. https://doi.org/10.1016/S0195-7449(08)15008-5
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