Analysis Essay of Aria by Richard Rodriguez

The need for bilingual education is not directly related to the need for the student to have a more pleasant learning experience, but based more on the increasing need for these individuals to learn about their heritage, how they can present themselves to others in different scenarios, and being knowledgeable in both languages at a dual equivalence. The key

Bilingual education offers a completely different world for students of different ethnic background and thus creates a comfort zone limiting the risk-taking factor necessary for the maturation of a child to an adult. Rodriguez argues supporters of bilingualism fail to realize "while one suffers a

Thesis: All three authors portray the voice of many people, who, on a daily basis, are underprivileged of speaking their own language, thus, emphasizing onto the lives of linguistic minority students around the world and how they struggle to cope in school and at home.

Scholar, Gloria Anzaldúa, in her narrative essay, “How To Tame A Wild Tongue’, speaks her many experiences on being pressured on what language to use. She then expresses how the discrimination made her to realize the ugly truth--that people reject languages that aren’t their own. She adopts logos, ethos and pathos in order to appeal toward her audience who is anyone who is not bilingual. One of the perspectives she takes on in her piece clearly expresses the relationship between language and identity and how it creates a conflict between her and the world.

Rodriguez argues in his essay, whether bilingual education is appropriate for school. Rodriguez states that “It is not possible for a child, any child, ever to use his family’s

Richards essay describes how he has to “ trade” his Spanish language identity to find his “public” language identity . He remembers his parents trying their best to speak more English in their home to help their kids fit into society . He talks about how the fact that he lost one identity was worth the gain of the other identity he so longed for . “At last, seven years old, I came to believe what had been technically true since my birth: I was an American citizen” (454-455). It was at that moment that he knew for a fact that his whole life he was already an American citizen . To him beign an American citizen meant having an English language identity and being able to speak the public language. As a boy Rodriguez was able to only speak and understand the Spanish language . To him it was the only real identity he ever had growing up . He also discussed that because the Spanish language identity is developed among his family members. That the language is somehow responsible for how they were able to identify themselves

Speaking two or more languages is like a country having an atomic bomb during a war. The first situation is advantageous to a person and the second situation is advantageous to a country. “Aria: A Memoir of a Bilingual Childhood” is a memoir of Richard Rodriguez’s bilingual childhood and it was originally published in Hunger of Memory in 1981. In Rodriguez’s memoir, he discusses why he disagrees with bilingual education. His audience is bilingual or anyone that has an opinion towards bilingual education. The purpose in Rodriguez’s memoir is to inform people of the effects of bilingual education and persuade bilingual educators why bilingual education shouldn’t exist.

Baron starts with one of the most controversial legislations that the Congress has considered, making English the official language of the United States. In order to unite the nation and save money from translating documents to other languages. Shortly after the author shows the that today over ninety-seven percent of the people in the US speak English without the need of such legislation, and how many of the immigrants today are learning English at a fast rate. Reminding the reader of the current movement of “encouraging everyone” to be bilingual will bring great benefits in the future.

“Parents force schools to speak English--only”, it sparks the audience's’ attention by the title alone. Focuses on schools managing their parents’ expectations for their children to get into a good college and get a good education. Discusses how people and or parents of the students who sought the need for a common language to be taught through all the schools in the state of California. Additionally, it discussed and elaborated how that many of the teaches that taught the bilingual programs, were not certified for the job. Therefore, the end of the bilingual programs in schools, brought change to the California school system, that even reflects in the present day about education in

Bilingualism is a subject that has triggered trillion of debates worldwide. There are those who argue that no specific period of time that is designated to learn a certain language. They stress that anybody can learn a new language at whatever age. Others do argue that using bilinguals is prepositioning the child on a wrong footing on how to learn the first language and the second language. Whether this people have a point or not is the major point of writing this paper.

In his essay, The New Bathroom Policy at English High School, Espada offers many opinions on the role of bilingualism in education. Raised as a bilingual child, he argues that children have the right to speak their second language in school. Espada describes the withdrawal of this right through an

To truly understand the importance of every language, we must include everyone. Martin Espada and Richard Rodriguez, both writers who addressed bilingualism in the United States, have conflicting views on language and its effects on individuals and society. Espada who believes bilingualism enhances an individual's life and experiences. Contrarily Rodriguez concludes language is restricting, and as one learns one language, they lose another. As though one can only know and understand one language.

In the North Clackamas school district of Portland, Oregon, counselors and teachers offer a variety of foreign language courses to teach the culture and dialect. Students may take up the opportunity to achieve a minor or major in a foreign language, because they have a passion for it. Martin Espada and Richard Rodriguez, portray the significance and passion they feel for bilingualism in their essays. Both authors base their support upon real life events and experiences, but their ideas beautifully contrast in a way that expresses the true meaning of bilingualism.

This paper is primarily intended to present detailed examination about bilingualism and bilingual education from a teaching and student perspective. In first instance, I will deal with some of the definitions of these terms. Following this, I will introduce my interviewee and more information to complement this essay in the topics of learning English as a second language as well as how culture and other factors can affect the learning process of a student. I will also provide some of

The key issue of inculcation Bilingual Programs in Colombia is that teachers, learners and general public are not familiar with the justifications behind the purposes of them. Consequently, government should focus on not only the introduction of standards, but on the common educational state in the country. It denotes that analysis of the schooling system and respective policies for improvement are required in order to create a new context. (Obando Guerrero, 2008). Three evaluative surveys, conducted by British Council in Bogota, showed the real image of teacher’s expertise in communication and the knowledge level of the students. Tests of Oxford University Press and Cambridge University Press were used in this analysis. The range of them wasn’t limited only by bilingual schools, private sectors and public schools were also involved. Results suggest that 65.4% of teachers achieved a basic, percentage of participants who performed at an intermediate is 32.8%, and only 1.8% obtained advanced level of English by the standards of CEF (Common European Framework). Moreover, outcomes of the students were not satisfactory too: 6.4% of them have intermediate and 93.6% have the basic level of English. There are no students who passed this test at an advanced level. ( Ministerio de Educación, 2005 quoted in Jaime A. Usma Wilches, 2009). These results reflect the current learning condition in Colombia. According