European Colonialism And European Racial Frameworks In The American Language

“Our society tends to regard as a sickness any mode of thought or behavior that is inconvenient for the system, and this is plausible because when an individual doesn't fit into the system it causes pain to the individual as well as problems for the system; thus the manipulation of an individual to adjust him to the system is seen as a cure for a sickness and therefore as good.” This quote provides a lucent and focused direction to the prevalent predicaments of language discrimination. Unfair treatment, due to the way or type of style used while speaking can be seen in most everyday cases. The comparison between the book “Beyond Ebonics: Linguistic Pride and Racial Prejudice” by John Baugh and the continuously transpiring, real life event of

In Joel Spring’s, “Deculturalization and Struggle for Equality”, he argues that during the construction of the new world (contemporary United States) nonwhite racial groups were created by elitist in order to have them deculturalized and maintain a system of racial superiority. Native Americans, Puerto Ricans, Mexicans, Blacks and Asians were each subject to systematic oppression in regards to racial formation, deculturalization, segregation and nation building. These dominated groups share the struggle of equality in this nation where “All men are equal” brought upon them by educational policies contrary to their socioeconomic interest and appealing to Euro-Americans.

Race and ethnicity is another important aspect in the nationalism of a nation. In the United States, racial differences are usually based on one’s skin color and physical characteristics as well as one’s origin, and they do not change due to varying classes or cultures (Marger 212). Before the twenty first century, the racial minority were highly discriminated, both socially and economically. But currently, there exist several races in America like the Asians, African Americans, Native Americans and the European Americans. On the other hand, Hispanics are racially assorted and are therefore an ethnic group rather than a race (Marger 133). Language is argued as the sole binder of the Hispanics other than skin color or other physical characteristics. They are in fact of mixed racial ancestry (Arreola 19).

People who are different are consequently viewed differently. It is human nature to judge others by the stereotypes that have been ingrained into our minds for however long. Stereotypes, however, may not encompass the whole story. Sometimes, you are only getting the discriminatory side of the story--a single story. Amy Tan’s “Mother Tongue” focuses on the discrimination towards broken English compared to Standard English and the stereotypes that evolved from such discrimination. Similarly, Chimamanda Ngozi Adichie’s “The Danger of a Single Story” presents the idea that the “single story” is the reason for biased stereotypes that, more often than not, are untrue. Tan’s life in America was seemingly difficult due to the fact that her life and education were dependent on the language barrier between English and her “mother tongue”--the latter being seen as inferior and embarrassing. She initially felt that her mother’s fragmented English was something to be ashamed of since that was the “single story” that her peers have been spoonfed their whole lives. Adichie, however, denies these views by explaining that such stereotypes are incomplete and do not relay the person at hand’s true identity. In both “Mother Tongue” and “The Danger of a Single Story,” the speakers express how a person’s native language influences their identity through rhetorical devices such as ethos, diction, and metaphors.

Those who believe a shared language shows a country’s identity do so because of the cultural assimilation this provides. Because language is a large part of culture, to learn one language is to culturally unite all of those people in a country with the same shared language. Henry Ford, the creator of Ford automobiles, believed in such an ideal; he was even famous for his English school which taught newly-migrated immigrants to learn the “language of America” while also providing them with jobs and wages. However, shared language does not always mean unity. For example, even in the US where English makes up the majority of spoken language, there are always ideological disparities today between people—like the disparities between Republicans and Democrats, liberals and conservatives, and religious groups and non-religious groups. Likewise, multiple languages does not lend itself to disunity. Even the US Bill of Rights’s guaranteed protection of the “freedom of speech” is not limited to the English language, supporting the idea of a united yet pluralistic society. Throughout the years, though, there have been laws made in America that have either supported or gone against the use of only

Throughout the writing, the author, Gloria Anzaldúa conveys multiple times how her relationship with her language and her history have impacted her. The author says on page 26, “Ethnic identity is twin skin to linguistic identity – I am my language” (Anzaldúa, pg. 26). Prior to writing this, the author was writing about how she and other Chicano/Chicana people were being unequally and unfairly treated, simply due to their culture and the language(s) they spoke. By saying this, the author shows that even if the people were only scrutinizing her and her people for their language, it is just as bad as being blatantly discriminatory toward their race, ethnicity, background, culture, and more, as she expresses that one’s language and “linguistic

In the civilized society that everyone lives in today, all languages and culture should be equal. That is the main idea in both Gloria Anzaldua’s essay, “How to Tame a Wild Tongue”, as well as James Baldwin’s “If Black English Isn’t a Language, Then Tell Me, What Is?”. The authors in both these texts support their argument in various ways, and in doing so, manages to effectively persuade their audience. The ways that each author approaches their argument is different in their appeals, evidence, and styles. Similarities also exist between the texts of the two authors. The rhetorical strategies that Anzaldua uses makes her argument much stronger than Baldwin’s argument.

“But for the national welfare, it is urgent to realize that the minorities do think, and think about something other than the race problem”(Zora Neale Hurston). Hurston is arguing that there are more issues than black or white. There is also sexism, classism and there is more than one inequity. Minorities need to look at the problem as a whole and address more than just the race problem. (transition) A diseased language model uses words to oppress others, and are born out of fear. A model is diseased because it will deliver sickness and death. Cixous identified language models and said that they are the bane of our existence. She said they were introduced to us young and limited us from moving fluidly through our lives. By using these types

Language has clearly become a powerful force in many countries where different communities actually want to split apart on the sole basis on the language they speak. An article about Spain’s language diversity explains how people feel so passionate about their native languages that the country had to create autonomous regions for each of the major languages, and people are still fighting to have their language become the dominant dialect (Berdichevsky 276). This is also seen repeatedly in America’s history where immigrants to the country struggle to keep their languages alive. These immigrants realize the important role that language plays in keeping a community together, and many immigrants from the same country will choose to live by each other in America and are resentful when they are forced to learn English. My own great-grandparents chose to live in an Italian neighborhood in Ohio when they first came from Italy so that their culture would not be lost. This allowed my grandma to learn Italian as well as English, and even though she was going to an English school she was still taught the morals of her culture because she was able to talk with the older Italian people who did not speak English. My grandma says that this has helped her throughout life because even though she lives in America she says, “I respect my Italian heritage,” and that it has helped “build my confidence” (12 April 2003).

On August 20th, 1619, nearly four centuries ago, the first Africans were brought to their foreign home, America, and the implementation of systematic oppression served to eradicate their identity had begun. The inhabitants of Africa, unconsciously traded in their cultural customs such as religion beliefs, knowledge, and language for the formalities of the Western world, leading to the oppression of African people. Language and diction being one of the core building blocks of society, has become a hidden weapon in the war of Racism, as a method to oppress those seen as an “other.” Through religion, mass media, and politics, diction has become a silent weapon used to attack the Black community. In order to adequately understand the negative implications of diction, the analysis of the origins of language is necessary.

With their arguments, they show the direct connection between language education and national development. For instance, MacNeil focuses on language’s supportive effects for America’s development in diversity; Simon identifies its intellectual benefits for the nation; and McGray associates language education with benefiting America’s world relations. MacNeil’s language education effects stem from the promotion of different dialects, slang, and pronunciation. He believes language is a “cultural identity”. (309) With this idea, MacNeil argues that American diversity and culture expands with the promotion of language.

Racialization often depends on binary antagonism as the prevailing discourse of race and racism often focuses on a black-white racial binary paradigm. For example, the African-American enslavement of black people by white Europeans is a black-white binary antagonism. However, I will argue that race does not always depend on these binary antagonisms, such as the black-white paradigm. Although the black and white paradigm is often used for binary antagonisms, there are other forms of racialization that should be taken into consideration. Racialization can depend on other factors such as culture, social interaction (e.g. languages), geographical proximity, assimilation, and even, hegemonies. Nevertheless, the binary antagonisms of black and white

While it is possible to separate language and culture, one has to question the validity and implications such separation brings. In dear White people, the TV series explores the concepts of language and culture and explores the viability of their relationship based on cultural values and its dictation on language

In England, 1611, William Shakespeare’s romance The Tempest debuted in the city of London. England, at this time, was experiencing exploration with the founding of the New World and the strange inhabitants it provided. The timing of this play is crucial to understanding the motifs and themes presented. The English had just invaded Ireland, had not yet colonized New England, had made contact with the Indians, but had not yet experienced war with them. In this particular moment in history, England was encountering the unknown and differentiating the aspects of civilization from savagery (Takaki 1). Also, in 1609 there was a maiden voyage of roughly five hundred colonists

Throughout history, the unfortunate consequences that have arisen when the U.S. has attempted to enforce language policies will cause one to reconsider their opinions on controlling minority languages. For instance, during the time of America’s Founding Fathers language was diverse and society exulted themselves on knowing more than one language (Crawford, 1989). Many members of society were bilingual and even trilingual regardless of their social station. In fact, being monolingual was considered abnormal (Crawford, 1989). Government documents were accommodating of other languages and were provided in popular languages of the time, such as French, German, and of course, English (Crawford, 1989). A suggestion to Continental Congress by John Adams to create an “American academy for refining, improving, and ascertaining the English language,” (Adams, 1780) was rejected. The Founding Fathers never promoted or guarded English in the Constitution and I believe they thought that the government had no right to tell the population how to speak (Crawford, 1989).