Case Study Of Jacob Gonzalez

Rodriguez offers a different standpoint on bilingualism, and an argument he presents is that one must be willing to give up part of their native ways when learning a language to fit into the public. Rodriguez considered Spanish a private language and English a public one. This perception made him reluctant to learn English, but at the same time, it motivated him to become a part of the public by learning its language. Rodriguez uses his family life as an example of his native identity. He was not an English speaker when he was young, but upon learning the language, he drifted away from his family, and describes it rather frankly: “I was an American citizen. But the special feeling of closeness at home was diminished by then. . . . No longer so close; no longer bound tight by the pleasing and troubling knowledge of our public separateness . . . . When I arrived home there would often be

Wearing my polka dot backpack, Hollister shirt and blue jeans, I opened the door and walked into the classroom. It was 2005 and the day of my first Spanish class. I sat down, class began and the teacher spoke only in Spanish the entire 50 minutes. It was a whirlwind experience, and I was hooked. That day marked the first step down a path that would develop a passion for language learning and international affairs. Throughout my extended academic study of Spanish, I have always desired to learn a third language and to dive deep into another culture. The opportunity to learn the Azerbaijan language through the Critical Language Scholarship program would allow me to pursue a passion and develop pertinent professional skills.

Along with being a diligent student who has been enrolled in 11 Advanced Placement classes, I have also dedicated my time to other causes. For example, I have volunteered at public libraries, Special Olympics events, orphanages for intellectually disabled children, and food pantries. While maintaining a rigorous course load and volunteering, I also work at Kumon. I tutor children to boost their confidences and understanding of concepts vital to their future success. Moreover, I have received membership to The National Honor Society and have been awarded an AP Scholar with Merit Award. My dedication to becoming more culturally aware and five years of enrollment in Spanish classes has allowed me to be inducted into Spanish Honor Society. Within

First, Rodriguez develops ethos in the area of authority, which is the author’s ability to demonstrate a command over a subject matter and to offer an informed persona. Although Rodriguez initially struggled with his adjustment into the American society and speaking English, he did not let that limit his capabilities of being a successful in the classroom. “Rodriguez’s article appeared in The American Scholar magazine at a critical time in the debate over bilingual education models” (Robinson 236). The American Scholar magazine

His public language of a very rough English was used in the classroom at school and when he was on the streets of town. His private language of Spanish was used at home and he often felt a sense of safety in this. Comparing the Spanish his parents spoke at home to the English they spoke outside can prove and support his argument. Because Richard Rodriguez was raised in a Spanish-speaking Mexican immigrant family and moved into the U.S. during his childhood, so he earned deep insights on the educational benefit of using one language, English. Rodriguez received the immersion education where he has to speak English for entire time. This education is largely different from the bilingual education that many supporters in the era had proposed as a national policy for general education of American immigrant children. As the supporters argue, bilingual education is supposed to raise a healthy private identity and cultural heritage which are undoubtedly lost in the process of immersion education. However, Rodriguez disagrees with argument that such losses would accompany without bilingual education. He claims that immigrant children can still maintain their intimacy and cultural heritage. He also proposes his perceptions that bilingual education restrains children from achieving linguistic proficiency and concrete public identity. He believes that they necessarily have to sacrifice a

As many of you know, this October the Hispanic Scholarship Fund will be announcing this year’s inductee to their noteworthy Alumni Hall of Fame. Founded over 70 years ago, the Hispanic Scholarship Fund has done exceedingly well to provide the bright, young Latino scholars of our nation with an opportunity to seek higher education through scholarships and various programs. At the Alumni Hall of Fame Gala we will celebrate three scholarship recipients as well as a single inductee. While each individual being recognized at the Gala has proven to be extraordinary, there is one in particular you should look out for. However, having had such a massive impact in places all over the world, you may have already guessed who this dazzling woman is:

Rodriguez builds a formidable case against bilingual education with his bilingual childhood experiences. Rodriguez grew up speaking Spanish, but then learned how to speak English later in life so he knows what effects bilingual education has on bilingual kids who grew up speaking a private language at homes. When Rodriguez first came to the United States in Sacramento, California he understood “about fifty stray English words” (Richard Rodriguez “Aria: A Memoir of a Bilingual Childhood”). He was a Mexican immigrant whose family only knew how to speak Spanish. The neighbors of Rodriguez’s family didn’t like them, so when they were out walking they would tell Rodriguez’s parents “Keep your brats away from my sidewalk!” (Rodriguez 571). Rodriguez loses the “special feeling of closeness at home” when he learned English (Rodriguez 577). Personal experiences are what makes him a credible author. Rodriguez used strong ethos and pathos appeals, but he didn’t use strong logos appeals. He didn’t use facts or reasoning in his memoir to prove his points against bilingual education.

Francisco Jimenez struggled with the English language, but he overcame that struggles by reading a book and studying. For example, when he was in the

The students' characteristics are that most of them are taking the class because it is an elective and they don't really need to take it and also for the Spanish-speaking students it is more of a burden to learn the more of the language as they "already know it" and his parents would rather have them speak English than Spanish. They are in America, so they must speak English and not Spanish anymore. I was, also, able to see some of the ones that are proud taking that class and happy that they can share and learn more of their

Esmailyn Gonzalez signed by The Washington Nationals baseball team who assume Esmailyn Gonzalez was 19 at the time because fake identification card Gonzalez showed them when he signed to the Washington Nationals. The team found out Gonzales lied about his identity. In the result they felt that Gonzales defraud them to get signed. The team saw him as the most valuable player, the golden child, however, they after founding out he was 23 years old, Gonzalez years of playing great didn't matter anymore. Furthermore, I choose Identity Theft and MLB third on my list because Gonzales took advantage of The Washington Nationals baseball team, he broke the contract, the law and The Washington Nationals team has every right to sue Carlos Gonzalez for

Jose Rodriguez is the Director of Parent and Community Engagement at UnidosUS, and oversees UnidosUS’s Padres Comprometidos parent engagement program that is implemented across twenty-four states. The goal of Padres Comprometidos is to ensure that the Latino families can navigate the US public school system to support their children's academic success. With over thirty years of experience as a K -12 teacher, coordinator, and consultant, Jose has assisted school districts in the areas of English language acquisition and parent engagement. A fifth generation American, Jose grew up in a rural community in South Texas, where the home language and culture were nurtured and maintained. Upon entering school Jose was immersed in an English only environment

Gelnesidar Martinez submitted a complaint on August 26, 2015, regarding Ernest A. Solomon. Martinez alleges that during her divorce proceedings she gave Solomon $27,000 to buy out her husband’s half of the equity in their home. According to Martinez a deal was never reached and Solomon failed to return her money. Solomon has allegedly violated Mass.R.Prof.C. 8.4c.

During the initial assessment, Mr. Jose Rodriguez, a 36 year old Hispanic male, asked to be evaluated for stress and anxiety. He was accompanied by his sister, Adriana Barrera, and his wife Rosy Rodriguez. Mr. Rodriguez has a prior military history with little or no combat engagements. The initial assessment revealed that Mr. Rodriguez father whom he had a close relationship had passed away about a year ago. Mr. Rodriguez has been married for 16 years and has three children. On February 20, 2017 an initial assessment was conducted from 3:00 to 4:00 p.m. Instruments used were the Juhnke-Balkin Life Balance Inventory,and the Beck Anxiety Inventory.

It is a great pleasure to recommend Mr. Marlin J. Cook for the Morehouse College Presidential Ambassador Program. Mr. Cook is currently my Elementary Spanish II student, and last semester, he completed successfully Elementary Spanish I.

I had the pleasure of interviewing Pedro Castillo. He is seven years old, Cuban, and is in Ms. Neer’s first grade class. Despite English he is one of the few students in his class that is above average, he is reading at a second grade level.