Summary Of Bilingual Education By Richard Rodriguez

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Around 1959, bilingual education took flight in the United States. Starting in Miami and quickly making its way San Francisco, bilingual education soon led to the Bilingual Education Act, which promoted “No Child Left Behind”. Only twenty years later, the act acquired the attention of high schools around the country. Nonetheless, bilingual education is not always taken to be the cure-all for acclimating immigrants to the United States. In his article “Aria: A Memoir of Bilingual Childhood”, Richard Rodriguez argues that students should not take part in bilingual education by explaining how it takes away individuality and a sense of family through the use of ethos, diction, and imagery; Rodriguez also uses parallelism and ethos to point out how a bilingual childhood can help students feel connected to society.
Throughout his writing, Rodriguez utilizes ethos to express the loss of private individuality that comes with a bilingual education. When he was a student, Richard’s “teachers were unsentimental about their responsibilities” and they focused on the fact that what he needed to learn was to “speak public English”. They believed that it was more important for him to know and be able to use English rather than for him to feel comfortable while doing it. However, when his teachers forced him to “[assimilate] into public society”, they did not realize that by doing so, they were taking away all the things Rodriguez valued. After a long day of speaking English at school,

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