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Narrative writing about immigration
Narrative writing about immigration
Narrative writing about immigration
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Roy’s divided nature creates wearisome and challenging “bonds between identity and home” (Boyd), story and situation. Even when Roy was a pupil at the English run school in Manitoba, she found that there was no opportunity for Francophone students to experience “blossoming of the self” (Roy 63). “[She’s] been brought up to be French, but what would [she] find here to nourish and sustain [her]?” (Roy 109). Roy was dissatisfied, thus she decided to set out on a quest for cultural and intellectual stimulation. At this point in the autobiography, Roy admits to feeling trapped in a “walled enclosure” (Roy 109). Nevertheless, her travels in pursuit of her roots did not bring her that personal satisfaction that she had hoped for. On the contrary, …show more content…
As one begins to read Roy’s autobiography it becomes evident that the first part is mostly set in the town of Manitoba, where Roy discusses her family, education, her teaching career and her love for the dramatic theater. Once the reader moves further into the book, one will find himself situated in a different country. The second half of Roy’s autobiography reflects her travels to Europe, specifically France and England, where she faces the realization that her future lies not in theater, but in writing. There are couple of instances in the text that signal to the reader the prevailing concern with linguistic identity. This concern with linguistic identity becomes evident in the first lines of Enchantment and Sorrow, where Roy asked “when did it first dawn on [her] that [she] was one of those people destined to be treated as inferiors in their own country?” (Roy 3). After this introduction, Roy goes on to retell one of her shopping expeditions with her …show more content…
Nevertheless, Roy’s autobiography, as well as other writings, gives the reader an inside to both languages. Her autobiography gives examples of linguistic relations and situations where English language, in unification with embarrassment and rejection, brought joy. Roy’s depiction of the variety of linguistic differences sets off a chain reaction which aims to untangle the sense of solid pecking order of languages. Most of all, Enchantment and Sorrow come off as a text about bilinguals, in which Roy presents the reader with many different relationships one can have with language. Hence, the reader can freely move between the realms of victimization and colonization of diglossia to dynamic and original contributor of dialectal relations. Gabrielle Roy’s ‘story’ in Enchantment and Sorrow is shaped by her ‘situation’ as a Franco-Manitoban created a strong voice that encourages all of Canadian minorities to become active, culturally encompassed individuals in our great multicultural country. Gabrielle Roy died of heart failure on July 13th, 1983 (Kalman Naves). Possibly, her flamboyant voice spoke through the racial gloom of everyday life, piercing the hearts of people just to reassure them that they are not
“Se Habla Español,” is written by a Latin author, Tanya Barrientos; and Amy Tan, a Chinese author, wrote “Mother Tongue”. In both literate narratives the authors write about their experiences with language and how it impacted their lives. In This essay we will be discussing the similarities as well as the differences in the stories and the authors of “Se Habla Español” and “Mother Tongue”. We will discuss how both authors use a play on words in their titles, how language has impacted their lives, how struggling with language has made them feel emotionally, and how both authors dealt with these issues.
Richard Rodriguez' narrative, “Aria: Memoir of a Bilingual Childhood” and Carmen Tafolla's poem, “In Memory of Richi” have similar themes. In Rodriguez' narrative, he talks about his experience attending an American school. Similarly, Tafolla recites a story about a boy in an American school setting. Each story implies that students of another culture are subject to lose their cultural ties in order to fit in with the American society.
America is a presumptuous country; its citizens don’t feel like learning any other language so they make everyone else learn English. White Americans are the average human being and act as the standard of living, acting, and nearly all aspects of life. In her essay “White Privilege: The Invisible Knapsack,” Peggy McIntosh talks about how being white has never been discussed as a race/culture before because that identity has been pushed on everyone else, and being white subsequently carries its own set of advantages. Gloria Anzaldua is a Chicana, a person of mixed identities. In an excerpt titled “How to Tame a Wild Tongue,” she discusses how the languages she speaks identifies who she is in certain situations and how, throughout her life, she has been pushed to speak and act more “American” like. McIntosh’s idea of whiteness as a subconscious race that carries its own advantages can enlighten why Anzaldua feels like she
Social pressures change as time passes, therefore it is interesting to see how these three texts whom differ by almost four hundred years perceive society and the effect this has on the protagonists; Shakespeare’s King Lear which was first performed in 1606 during the Jacobean era, presents a patriarchal society. Whilst, Arthur Miller uses the characters in ‘Death of a salesman’ to show the failure of the ‘American dream’ during the “golden era” of America in the late 40’s. The ‘American Dream’ was a set of ideals which suggested that anyone in the US could be successful through hard work, and had the potential to live a happy life. The sense of the deterioration in the equality of opportunities links to the fall in power and hierarchy in King Lear. Arudanthi Roy, however, uses her contemporary Indian novel to illustrate, using a proleptic and coalesce structure, the lives of the protagonists living in a post – colonial society. In each of these three texts there are characters who fit the stereotypes that society has instilled in them, but then there are those characters who noticeably differ from the norm; According to 19th century novelist Alfred de Musset “how glorious it is – and how painful – to be an exception.” Hence this statement can be seen as applicable to these characters, because in all three texts these characters do end up losing a lot.
The Root of It: Deconstructing Creole Identity in Crossing the Mangrove. “I like to repeat that I write neither in French nor in Creole. I write in Maryse Conde,”1 (“Liaison dangereuse,” 2007) is a statement that could not be less accurate for the Guadeloupean writer. Writing in French is especially problematic for post-colonialist Francophone authors; using the language of the colonizer while attempting to dismantle cultural and linguistic hierarchy seems to be an act of futility. To be sure, Conde, the author of Crossing the Mangrove, apparently writes in the French language, but she capably deconstructs the notion that a language must be necessarily tied to the culture and history it traditionally represents.
Connie Fife is a Saskatchewan, Cree poet who writes using her unique perspective, telling of her personal experiences and upbringing. This perspective is revealed to her audience through the poems “This is not a Metaphor”, “I Have Become so Many Mountains”, and “She Who Remembers” all of which present a direct relationship to her traditional background and culture (Rosen-Garten, Goldrick-Jones 1010). To show the relationship of her experiences through her poetry, Fife uses the form of dramatic monologue, as well as modern language and literal writing to display themes about racism presenting her traditional viewpoint to her audience.
Vigil, Ariana. 2009. “Transnational Community in Demetria Martinez's Mother Tongue”. Meridians: Feminism, Race, Transnationalism, 10 (1): 54-76
Her book makes me do a lot of personal reflecting on how I can help reshape my family to celebrate their Métis identity. Fiola makes me realize once inner security and self-confidence is claimed that racism can be addressed in constructive ways, to get to the root of our problems. Realizing that I am internally racist to my own culture was very hard but the book helped provide me with evidence that other people can reclaim their identity and be proud. The Indigenous people she interviewed helped me realize that I can do reshape my identity and become a spiritual women. I found a lot of peace within her sharing these stories and expanding on how the Métis people lived and have gotten to where they are today. Fiola (2014) talks about Louis Riel in an inspiring light how he managed to “straddle two cultures, Native and white, and came as close as anyone to envisioning a sympathetic an equitable relationship between the two. That Canadians may someday achieve this vision that remains Louis Riel’s legacy”. Louis Riel is a dominant figure to many Métis people, including my self. Riel shows me that many people have made sacrifices to get me to where I am today as a Métis
...to identity with at least one of the countries predominate languages, English or French, dictated the degree in which they could participate in Canadian life. According to the Commission, this participation was real under two conditions: “that both societies, the French-speaking as well as the English-speaking, accept[ed] newcomers much more rapidly than they have done in the past; and that the two societies willingly allow other groups to preserve and enrich, if they so desire, the cultural values they prize[d]” (RCBB Book 1 xxv). It creates an interesting take on the acceptance of those “othered” groups, as change was necessary not only on the part of the minorities but also from Canada’s French and English-speakers. The Commissions work remains focused on language and culture, more so than ethnicity amongst a bilingual, bicultural and “othered” Canadian society.
Tan’s essay does more than just illuminate the trouble with language variations; her essay features a story of perseverance, a story of making a “problem” harmonize into a “normal” life. Almost like a how-to, Tan’s essay describes an obstacle and what it takes to go above and beyond. Mirroring Tan, I have been able to assimilate “the [world] that helped shape the way I saw things” and the world that I had to conform to (Tan 129). Life is a struggle, but what makes it worth it is the climb, not what is on the other side.
Many authors use experience in their lives to influence their writing. In the cases of Seamus Heaney and Arundati Roy, the experiences in their life and the experience that their countries went through shape their poems and stories in unimaginable ways. For example, Heaney puts into his poetry many experiences that his country, Ireland, went through. These experiences include the rise of war in Ireland between the Catholics and the Protestants and also the influence that England has on the situation in Ireland. Roy on the same note brings into her story, The God of Small Things, experiences that India went through after British rule and the fear of communism that arose in certain parts of India after the British made India a free nation. Through both of these authors’ writings, readers can see the effect that English rule had upon both of the different nations and the aftermath of the English influence on both India and Ireland.
English is an invisible gate. Immigrants are the outsiders. And native speakers are the gatekeepers. Whether the gate is wide open to welcome the broken English speakers depends on their perceptions. Sadly, most of the times, the gate is shut tight, like the case of Tan’s mother as she discusses in her essay, "the mother tongue." People treat her mother with attitudes because of her improper English before they get to know her. Tan sympathizes for her mother as well as other immigrants. Tan, once embarrassed by her mother, now begins her writing journal through a brand-new kaleidoscope. She sees the beauty behind the "broken" English, even though it is different. Tan combines repetition, cause and effect, and exemplification to emphasize her belief that there are more than one proper way (proper English) to communicate with each other. Tan hopes her audience to understand that the power of language- “the way it can evoke an emotion, a visual image, a complex idea, or a simple truth”- purposes to connect societies, cultures, and individuals, rather than to rank our intelligence.
Overall, in Julia Alvarez’s “Bilingual Sestina” the repetition sheds light on the author’s situation and the difficulties she faces when assimilating into a new culture. Accustomed to Spanish since her childhood, the language evokes an inviting and comforting feeling for her as it also articulates nostalgic memories. On the other hand, she struggles and faces several conflictions with English as she does not currently have memories or passions that are connected with the English culture. By the end of the poem, the author resignedly admits that she wishes to familiarize herself with English and form new memories that will help make the language significant for her. Although it will not be simple for her native tongue in Spanish to fully comprehend English, it is important that we do not let the nature of words limit us and our perceptions.
The purpose of Amy Tan’s essay, “Mother Tongue,” is to show how challenging it can be if an individual is raised by a parent who speaks “limited English” (36) as Tan’s mother does, partially because it can result in people being judged poorly by others. As Tan’s primary care giver, her mother was a significant part of her childhood, and she has a strong influence over Tan’s writing style. Being raised by her mother taught her that one’s perception of the world is heavily based upon the language spoken at home. Alternately, people’s perceptions of one another are based largely on the language used.
She realized the value of her language when she lost it and now treasures it. The kind of Spanish she speaks is neither English nor Spanish, but both. It is overflowing with culture from Medieval Spain, France, Germany, etc., just from the origins of the words. It is her pride and a representation of herself, fighting and living. In conclusion, in addition to Lera Boroditsky’s article proving that the structure of language affects how we think, the articles by Eric Liu, Amy Tan, and Gloria Anzaldua show how language is a foundation for a person’s culture, pride, and self.