Spanish In Anzaldua

The BRI provides information about the reader’s metalinguistic knowledge and about her/his beliefs about reading and her/himself as a reader. This interview enlightens the reader’s identity and her/his individual understanding of the reading processes.I conducted the BRI interviews using the Spanish version of BRI provided in Goodman, Martens, and Flurkey (2014).

In this paper you will see how the drawings that I have presented to you make sense and are not just randomly there. There are names, places, religion, and lines present in this art piece that mean something to me and others as well. I’m from two places and not just one but I spend more time in one place than the other, so somethings of what I have known from the other place have been lost in time and memory. The memories come and go but remain lost because of the fact that they aren’t remembered and from being seen as unimportant to my present when in reality they are just as important. “I write the myths in me, the myths I am, the myths I want to become,” Anzaldua.

As a reader who lacks knowledge of any Spanish vocabulary, coming into contact with passages written in Spanish is confusing and uncomfortable. Without a Spanish tongue, it is quite difficult to process and truly understand Anzaldúa’s message, as this foreign tongue presents large stumbling blocks within the essay that direct my focus away from the purpose of the piece. Sentences containing long chains of Spanish words, such as “Even our own people, other Spanish speakers nos quieren poner candados en la boca,” and, “In the meantime, tenémos que hacer la lucha,” leave me hog-tied and unable to properly read and understand the text as I find myself lost in the foreign string of Spanish terms. However, when the English translation is presented along with the foreign terms, the passage flows smoothly since I’m able to understand the words and their proper meaning relative to the context of the text.

Dana Gioia’s strengths in his essay “Why Literature Matters” were the use of pathos; he was successful in making the reader feel and care about the points he’s making. However, he ran into a fallacy of correlation is not causation, explain some of his facts in ways that could confuse the reader. The first half of his essay uses primarily logic and statistics, pointing to several census’ and credible essays. He makes a strong argument that people are losing their reading comprehension skills. He uses strong language, and is able to convince the reader the more reading drops, the less people will have this skill.

To truly be conversant, you have to form your own questions, not just scan for answers (107). When reading to absorb, and translate you must read actively and critically. (108) In order to do this you must, “pay attention to the actual words in a reading and to use them when you write” (Rosenwasser 108). This can be done by individually breaking down passages, and picking apart the meanings (108). When “Passing your eyes or highlighter over the text or generalizing about it or copying notes from someone else's power point will not teach you the skills to become an independent thinker” (Rosenwasser 108).

Anzaldúa discussed how a person can place themselves in a position of choosing between different cultures when having more than one. It becomes difficult to follow one of the cultures when it contradicts the other. Meaning that an individual is put in a difficult situation into choosing between two distinct cultures. However, this can be overcome by breaking down the differences and understanding a new point of view and thinking. By setting a new conscious, we free ourselves from the clash we try to avoid and find acceptance within distinct elements that were hard to identify with, all together. This includes putting an end of women being subordinate to men. We are all equal; accepting the struggle of all individuals shows how we need to break

The difference between Latin American Spanish (LAS) and Peninsular Spanish (PS) is something that is increasingly prominent in the global Hispanic society. These differences lie in the grammatical, lexical and phonological features of the two variations of both the variant and the original form of the language. Latin American Spanish, spoken in countries such as Mexico, Panama, Chile and Honduras all adopted the Spanish language in the late 15th century and have since made Latin American Spanish one of the most widely spoken variations of the Spanish language in the world. The difference of the phonological features between Latin American Spanish and Peninsular Spanish is a prime example, as the sounds of the vowels can differ depending on the form of the language that is being spoken. Throughout the course of this investigation, the main distinctions between the two forms of the language will be discussed in further detail, centring on the grammatical, lexical and phonological features. It is also worth noting that in Spain there are four different “co-official languages within Spain itself, these signifying the four different regions; Basque, Catalan, Galician and Basque . Therefore, it is clear that even within Spain there is a variance in the form of the language.

From Federico Garcia Lorca’s La Casa de Bernarda Alba to Carlos Fuentes’ Chac Mool, my grandfather’s affinity of Spanish and Mexican literature was outstanding. He would read with vivid enthusiasm; he would act out scenes for me and make funny voices to represent each character. At a tender age of 4, I would run around reciting Antonio Machado’s He Andado Muchos Caminos. Sure, I didn’t quite understand it’s meaning but it had a nice, wavy tone that I could remember. Throughout the years, I learned from Luis de Gongora, Tirso de Molina, Gustavo Adolfo Becquer, Emilia Pardo Bazan, Ruben Dario, and Julia de Burgos through my grandfather. When I finally learned how to read, I was the one who would read to my grandfather. I would climb into his bed and attempt to tuck him in. Then I would drag his enormous rocking chair into the bedroom and bring a book to read. I would sink into the chair and try to imitate my grandfather’s musical voice. Even though I stumbled through some words, my grandfather would listen intently from his bed. He applauded my efforts and encouraged me to keep reading, to keep learning, and to keep loving. My grandfather embedded a love of my culture, heritage, and literature in the most beautiful way. Now that I’m older and

The essay, “How to tame a wild tongue” written by Gloria Anzaldua is a staggering piece on important social issues such as racism, cultural differences, individuation, and domination. Anzaldua believes that her language is yet the most central and important component for her ethnic identity as a person. If her language is threatened, then her individuality is threatened. She basically responds to the violence she experienced as her character was restricted in this dominating society that she was trying to adapt in. Anzaldua used quotes from various scholars who feel the same way about the society as she did about language, identity, racism, and cultural imperialism. Additionally, her writing was based on personal experience which enriches the essay with credibility since the reader is able to get the experience first handed by the victim of these crimes. Furthermore, as an immigrant myself, I was attracted to this essay because I could relate to many of the topics she covered. I also saw this as a way to compare my experience with hers’ so I could see how much this society has improved overall.

Being a bilingual student has always set me aside in the way that I view and interpret different ideas and concepts. Recently I have found myself translating poetry into Spanish then back to English in order to get a deeper meaning and full understanding of the piece of poetry. When I realized that in my head I was translating different ideas into Spanish before I would answer I began to see how much I rely on Spanish throughout the school day. My daily prayers and faith expressions are most lenient on Spanish and how my culture has affected them. My perspective seems to be different from the people around me and how I view different areas of knowledge through a more cultural and broader lense. Each individual has their believes and traditions

In effect, the circle-tales, rhyming text, and repetitious stories produce a scaffolding in which teachers can begin to teach comprehension skills. From this scaffolding, a relationship begins to be built between the text, the author, and the reader (Grote-Garcia, 2013). This claim is supported by Rosenblatt’s book The reader, the text, the poem: The transactional theory of the literary work (Rosenblatt, 1978/1994). Both discuss the importance to help students develop this relationship in order to develop reading comprehension

Modern day Spanish language also known as castellano in Spanish first appeared in the small Christian kingdom of castile in northern Spain during this period of Islamic domination over most of the Iberian peninsula. As a result Andalusian Arabic influenced the language practically from its inception. Arabic imprint on the langage increased as the kingdom of castile expanded into muslim lands where the Castilian language had never been spoken and as Arabized christens (mozarabs) from Al Andalus emigrated northwards during times of sectarian violence, and paritculary as a result of the Almoravid conquest in the 12th century. Arabic was used among the local elites and local Arabic-influenced romance dialects, known collectively as Mozarabic were

The year 1492 marked the beginning of Spanish colonial rule in the New World with the arrival of Christopher Columbus upon the shores of present day Dominican Republic. Between 1492 and 1512, fundamental political and religious structures were put in place as an extension of the Spanish crown to instill order between the indigenous and Spanish settlers. In order to gain ground in establishing social structures in the New World, the Spanish Crown delivered ordinances that laid out a bureaucratic system intended to solidify power and protect economic interest via the assimilation of indigenous people to Spanish way of life through the indoctrination of Christianity. The focus of the Spanish sought economic prosperity through the implementation

Spanish, like many other languages, is a romance language that evolved from common Latin. It is the most widely spoken romance language, both in the number of speakers and the number of countries. Spanish is the official language for twenty one countries. Around five hundred million people speak Spanish, making it second only to Chinese in terms of most spoken languages. In the United States, more than forty one million people speak Spanish as their first language.

As students navigate through the prescribed text, opportunities will be provided for scaffolded discussion to allow students to actively dissect in each other’s knowledge and in this way filling any voids they have, and thus, creating useful correlations about meaning (Burke, 2013, p.167). Gilles (2004) proclaims the importance of communication and giving rise to a “dialogic classroom” in order to achieving quality teaching. Burke (2012, p.239) reaffirms the value of discussion as a way of aiding student during their course of learning of a concept, as well as actively developing a broad spectrum of communication and social skills in tandem with greater participations amongst through enhanced socialisation with peers (Gilles, 2003, p.35). However, educators must be vigilant to remove any marginalisation by creating a balanced and rounded discussion that is valuable to all students. Literature circles are a useful reading strategy to aid collaborative teaching and particularly in regards to this classroom context, since it has found to be of assistance to bilingual students in encouraging them to participate in productive group discussion (Daniels, 2002 p.8). Therefore, structured classroom discourse shall be focused and developed upon as it will style the format of their assessment in this Area of