American Assimilation

 This week what has most jumped out for me is others' feelings toward assimilation to American societal values.

In Richard Rodriguez' s piece Aria, the narration reveals his coming to terms with his bilingual experience, "I would have been happier about my public success had I not sometimes recalled what it had been like earlier, when my family had conveyed its intimacy through a set of conveniently private sounds" (p.38. p.2). He, like I, probably never saw a teacher present a board as I set for my Hispanohablantes in classes he attended to facilitate his learning. And, in all sincerity, all of this studying reminds me of how important it is to help non-Hispanohablantes also feel as welcome in my classroom.

This language that Rodriguez proposed as one's home language being "private" and English being the "public" language is easily understood as English seems to have become the formal language (informally) of many countries, even of the United States where few others are heard without criticism.

 At a young age I had decided to  master the English language because my folks, Mama especially, was intimidated by it, learning it, expressing the English she learned so much that her four children spoke to one another in the new language and -much like Rodriguez' mother - Mama also "grew restless, seemed troubled and anxious at the scarcity of words exchanged [with her] in the house."  However, in my case, although Mama's voice was also the "public voice for the family" and always called Mama, she became bitter from being left out. That's how I feel now knowing how many years she has lived listening and learning English to change so little of her home language use and accent.  Perhaps it's much easier for me to relate to Rodriguez' anecdotes as I also felt as if  "I didn't even pay much attention to my parents' accented and ungrammatical speech," until "I was out in public" with them.  

While I do agree with Rodriguez' claim that English is the public language, I hadn't felt that "I couldn't believe that the English language was mine to use" (p.34. p3) which probably caused the silent phase he describes. I had to use it or feel less than. I think this is what many others who came to this country probably believe and it led them to not teaching their own children their country languages. I have met many Italo-Americans who don't speak Italian although they were raised by their Nonas and many Latin-American people raised by their abuelas who do not speak Spanish.  English represents a political and social power. I wanted it as many others determined to learn it for a "better life."

Telling of his struggles communicating with the nuns who educated him in his youth contrasted much with Xavier Pierce's anecdotes about Aaliyah in the piece I read last week in which Pierce spoke of the strength of not assimilating or being required to. Rodriguez' nun teachers came to his home to reinforce and ask his parents to "encourage your children to practice their English when they are home" (p.35. p4). Pierce wanted to return to educate where he was educated because although there were cultural differences, they were not quite barriers to growing to be secure in one's identity while comfortable in the new culture; and I like Pierce conclusion that educators seem to understand "Building spaces that are inclusive is not one size fits all. It took generations to build these expectations, and my hope is that it does not take as many to shift them in a way that welcomes learners of all walks of life."  This somewhat connects to Delpi's argument that teachers are responsible for students' empowerment in using their cultural assets and understanding the social codes. While there are many teachers today who are "unsentimental about their responsibility" (p. 34. P3).

In the same vein, Rodriguez' reflexive conclusion asserts that multilinguals' languages should be respected as assets, an argument I stand closeby now that I also understand "that there are two ways a person is individualized" (p.39). So, it drove me to reading his original memoir. That aside, Rodriguez conclusion connected to Virginia Collier's piece Teaching Multilingual Children.

Although Virginia Collier posed a distinct counter argument to Rodriguez' Aria about language, they do concur that one's first language serves to better help develop the learning of a second or new language. when she states that "One must teach in two languages, affirm the cultural values of both home and school...respect and affirm the multiple varieties and dialects represented" (Otto led2004. Tongue-tied. p.222. P4). As the video encourages on the use of translanguaging strategies.

References:

Pierce, Xavier. If I Could Rewind That Morning - Rethinking Schools

Rodriguez, Richard. (1982). "Aria: Memory of a bilingual childhood.  Hunger of memory. The education of Richard Rodriguez.  Collins.