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Influenced by culture in america artical
Essay on difference between american culture and other countries cultures
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“You only make a bridge where there is a river.” This is an old African proverb. In Kek’s life, the river is like a boundary that is keeping him from belonging. The bridge represents Kek’s journey to feel like he belongs in America. As Kek’s life in America progresses, he tries his best to fit in. He starts to build his bridge the day before school. Dave comes with a box of clothes for Kek to try on. Kek has fun trying to pick out his clothes, and he “parades through the TV room” to show them off. He wonders if he “looks like an America boy.” He has fun for a while, but a river of doubt rises inside of him. He is not sure if looking like an America boy “would be a good thing or a not-good thing.” When Kek first comes to his ESL class, his river is swirling with uncertainty. He sees all of the different people who speak different languages and he wonders how they will ever connect. But, when he draws a cow somebody in his class let out a small “moo”. Soon everyone is mooing and they “are a class of cattle.” It comforts him “to hear the cattle again.” All the students connect, and Kek realizes …show more content…
they might not be as different as he had thought. Having this connection makes Kek’s bridge stronger. A part of Kek’s river is feeling lonely.
He doesn’t have any friends when he comes to America, and Ganwar doesn’t seem to want to be with him. Hannah plays a considerable role in helping Kek build his bridge. She is Kek’s first friend in America. Being friends with Hannah led Kek to other friendships. In times when Kek feels upset, Hannah is there to make him smile, like when he accidently broke his aunt’s dishes. Even though he felt terrible, Hannah helped him see the light of the situation by making him laugh. Hannah also helps Kek open up more. He tells her all about Ganwar and his “many worries”. He tells her about his family and what happened to them. He feels alone in his sadness, but he realizes that Hannah has also “seen sad places”. Knowing that he is not alone helps Kek feel more optimistic about his situation. Having optimism like this helps Kek build his
bridge. Even though Kek is very optimistic, his river is filled with the feeling that he will “never know all the things there are to know.” Kek tries to understand the American culture, but it confuses him. He is having a very hard time “learning English words.” He feels like he will always “stumble behind” when people are talking. At first Kek lacked the motivation to learn English because he was still holding on to his African culture. Eventually he started to construct this piece of his bridge. He started practicing at home and he was excited for “the learning to begin.” Kek’s bridge is not complete yet, but he now has help building it. Little by little Kek is crossing the river, and feeling a sense of belonging. It has been hard, but with his optimism Kek is making progress.
On the other hand, Kek’s optimistic attitude is not defeated once in the story. Ganwar’s negative approach doesn’t discourage him. For example, in the text, Kek says, “I try again. Ganwar shakes his head. ‘The kids will eat you alive,’ he says” (pg. 60). Although Ganwar did not literally mean that his classmates would devour him, if I were in Kek’s situation, I would have felt extremely embarrassed and cry a river. However, Kek held his head up high and decided to let Ganwar pick out an acceptable outfit for him to wear at school. Despite the fact that Ganwar discourages Kek, he must have still cared for him because he cared enough to help Kek with his
There are many conflicts in his mind, considering the differences he notices between Africa and America. Seeing the snow, Kek wonders if the people in this new setting will be as unkind and cold as the winter itself. Further, his desire to be like one of the Americans continues, when he meets an old woman by the name Lou, who lives on a neglected farm, and she owns a cow. The image of a cow becomes very important to Kek, as it gives him an African i...
The bridge is shown in the beginning of this graphic memoir as a symbol of division. The purpose of a bridge is to get from one place to another. Particularly getting over a certain valley or river people use bridges. License plates are units given to label cars, given that their symbolic meaning of foreign. Having a license plate that was not from the south label visitors, sometimes involving them in dangerous situations. Segregation made it not safe for visitors from northern states to travel down south. The suitcase Lewis had also gives representation of traveling. Lewis packed his belongings when he was pursuing to attend the college he was admitted to. The suitcase also represents the journey to
In the first place, she was developed to be secretive because of her loneliness, but befriending Jacob, Norman, and Paul makes her more social, which showed that life is better with sociability. This portion of the novel helped state that, "She looked surprised as though she couldn't believe she had talked so much " ( from page 131). Hannah is generally secretive and lonely, for she lost her family and was made as an example for her lost ears, but when she found out that Jacob was caring and friendly, she decided to trust him and answer his questions. Afterward, she was surprised and stopped, as if waking up from a dream but did not regret it totally. What we should discern from that, Finding a caring friend could change the reality. Moreover, their friendship then developed, and they got to be a family. In the second place, Hannah was unpredictable but did not point to it directly, yet exposed it for her friends, she did all she could. That was stated indirectly in the section on page 161, " She looked at the faces around her – Jacob, Oteka, Paul – and it was as though she began to draw strength from their courage emanating from them and enveloping her. " What Hannah only needed to reveal her real personality and impulsiveness was some courage from her friends, that she loved and cared for, which she read in their eyes. So, McKay delivered " friendship is strong " by making Hannah impulsive. If she was designed to be calm or shy, Norman would not have made it, or even Jacob, sacrificing it to save his friend. Hannah was described in that figure to enhance the idea of friendship's power in
In Kek’s river, there are many things that make his river flow with white caps. One of them is the language barrier. He does not get idioms, something we may take for granted. When his cousin says that the kids at this new school will “eat him alive”, Kek thinks that it is literal, and he is going to be eaten. Dave says that he will soon need to get his feet wet, he immediately looks at his shoes. When he starts his brand new school, he does not understand most of the kids, and what they are talking about. He then gets put into an ESL class, where he connects to the other kids by drawing a cow, something he knows well. Once he has drawn the bull, someone in his class says “moo”, and soon more say it. Kek calls them “a class of cattle”, and he
The narrator strongly claimed that his clothes have failed him when he recalled the green jacket he wore on his fifth and sixth grade. He believed that instead of looking like a champion, his day-old guacamole colored jacket has embarrassed him that lead him to think it has failed him (Soto, 473). He had actually hoped and requested to his mom a different jacket. It is the kind of jacket that the bikers wear which is black leather and silver stud with enough belts that will make him look brave. But disappointment struck him when he found an ordinary green jacket instead. He stared at the jacket and wanted to cry because to him it was ugly and so big. Moreover, he knew he will have to bear with the fact that he will be wearing that ugly jacket for a very long time. For a brief moment he was still in denial and was expecting it was his brother’s jacket. Acceptance came later since he has no other choice but to wear it. With a heavy heart he slipped into his jacket and decided to head out of the house.
"An Occurrence at Owl Creek Bridge" is a story of illusion, decision, and fate. It presents one with a very powerful scenario - one that questions the protagonist 's ultimate destiny, and the concept of good vs. evil. It defines the grey area of deeds by which most humans live, and uses powerful thematic concepts and devices to convey the author 's own value while leaving some space for the reader to make their own choice. Furthermore, this story discusses the life of a man who ended up on the wrong side of history, humanizing yet criminalizing him for his beliefs. This can all be attributed to a wide array of symbols and interactions- all which support the theme of illusion vs. reality. The complex thematic value of this piece stems from multiple aspects – the most important of which are the bridge through both its literal and symbolic meaning, the colour grey in all its depth and broad variations, the essence of time in all of its distortion, and the story 's style of writing.
In the novel Monkey Bridge, written by Lan Cao, there is the protagonist and her mother who are refugees in the United States fleeing the war in Vietnam. Mai was brought up on American land at a young age and adjusted to the culture at ease, whereas her mother suffered from nightmares of her past in Vietnam. However, both characters still need to adjust to the new world of the United States. In order to achieve cultural assimilation, a “bridge” is required to help connect the two different ideologies. This concept can be found when Uncle Michael discusses Baba Quan with Mai. Uncle Michael explains how one day he and his troops were lost in Ba Xuyen, and were “tense” (112) crossing a field blanketed with dense fog which led through landmine
The individual I interviewed is Dan Rach, he is one of my co-workers. He was born on November 19, 1942. Dan is the second born in his family out of five children. Unfortunately three of his siblings died shortly after they were born. His oldest brother is six years older than him and his sister is six years younger than him. Dan was raised in a typical Irish Catholic Family in a typical Irish neighborhood, on the south side of Chicago. His father was a businessman, and his mother was a stay at home mom. At age forty-two Dan’s father died leaving his mother at time age thirty-six, to raise the children and provide support. His mother immediately had to start taking classes in order to continue selling insurance.
Despite the Hinduism religious environment that I was surrounded by, where good was the only investment I should abide to, I never mentally realized that I was instilled to place a border between the Other and I. Or what is commonly known to me as good and evil, right and wrong, and what I want to be and what I should never become. I should be dharmic (right-actioned) otherwise karma would teach me a lesson. I always knew there was an evil but that should never be me. The conceptual knowledge obtained through the Exploration of Humanities lectures created new versions of what can be considered to fit the pool of traits of divergence as it supplements Hinduism’s moral principles.
When I first started school, I really didn’t know any English. It was hard because none of the kids knew what I was saying, and sometimes the teachers didn’t understand what I was saying. I was put in those ELL classes where they teach you English. The room they would take us to was full of pictures to teach us English, and they would make us sit on a red carpet and teach us how to read and write. When I would go back to regular class, I would have to try harder than the other students. I would have to study a little more and work a little harder with reading and writing if I wanted to be in the same level as the other kids in my class. when I got to third grade I took a test for my English and past it I didn’t have to go to does ELL classes anymore because I passed the test, and it felt great knowing that I wouldn’t have to take those classes no more.
The concept of Negritude represents an historic development in the formulation of the African Diaspora identity and culture in the 20th century. First used by Aime Cesaire in his 1939 poem, “Return to My Native Land”, the term “Negritude” marks a revalorization of Africa for the New Negro, affirming an overwhelming pride in black heritage and culture, the African essence and asserting, in Marcus Garvey's words, that blacks are "descendants of the greatest and proudest race who ever peopled the earth."
In a class of thirty students, Mrs. Johnson began to teach about animals. Mrs. Johnson told the children that a horse has four legs, a tail and two pointy looking ears. Next, she showed a picture of a cow. The students shouted “HORSE!” After all, they have many similarities. However, when Mrs. Johnson explained the differences between the two animals, like the sound they make. The students started to make the connections of what they knew about the horse to what they are learning now and differ between the cow and the horse.
...attern among language learners have seen that they are no longer following the path of traditional students where the learning process occurs only in a classrooms. For the new generation of learners the learning process can occurred anywhere they wanted it to be. And the learning process also must not only involving the tutors or teachers to be with them having eye an eye contact during learning process, this is because the learning process nowadays can be done without the tutors or teachers being right in front of the learners. All they need is a digital devices that can connect them to the net and the learning process can be done through the digital world. However this doesn’t meant that teachers are no longer needed in learning process. Rather they can now try to come up with a more creative ways in having classes and should be more interactive with the learners.