Introduction America has always been a melting pot of cultures, with differentiation most notably found in language. In fact, the United States has never formally declared an official language. While English remains the most widely-spoken language in America, almost 60 million people in America speak a language in addition to English in the home. The most popular language for bilingual Americans is Spanish, with nearly 37 million people speaking both Spanish and English – a sizable portion of the bilingual population (Ryan, 2013). This isn’t to mention the population of people who speak only Spanish. With this growing diversity comes a wide variety of languages that children are learning in schools and at home, other than English. This has led to an increase in the number of children growing up as “dual language learners,” (DLLs), especially Spanish-English speaking DLLs (Ryan, 2013). When one considers the rise in numbers in the Spanish-English DLL population, one might wonder how similar or different the two languages are. As so many individuals are speaking both languages, it seems right to assume that the two would share similar features. However, this is far from true. In fact, the English and Spanish languages have differences that reach …show more content…
In Standard American English (SAE), the type of English that is used by most professionals and is taught in the majority of American schools, there are 44 phonemes. These phonemes include 19 vowels, of which 14 are monophthongs (pure vowels) and 5 are diphthongs (combinations of two pure vowels into one phoneme). These vowels include the following: /i, ɪ, e, ɛ, æ, ɜ, ə, ʌ, a, u, ʊ, o, ɔ, ɑ, ɑɪ, ɔɪ, ɑʊ, eɪ, oʊ/. SAE’s 44 phonemes also include 25 consonants, including the following: /b, d, f, g, h, dʒ, k, l, m, n, p, r, s, t, v, w, j, z, tʃ, ʃ, ʒ, Θ, ð, ŋ,
While reading this article one of the most shocking sections were when the students were talking to Monzó and sharing their outlook on their place and their language’s place in society. These students even at this early age are feeling how devalued their first language has been. They feel like they have to speak the right* English, only use English in public places, never their first language, and that they must assimilate to the American culture as much as possible. This reminded me of a chapter in Lippi-Green (2012)’s text. Within this chapter Lippi-Green (2012) discusses how in the United States Spanish speakers are not only expected to learn English but they are expected to learn and utilize the right* English determined by the majority and assimilate entirely to American culture. Throughout Monzó and Rueda (2009)’s text the children in conversations expressed their observation of the social order in relation to language and race. This was surprising to me since they are only in 5th grade. During a conversation with one of the children Monzó and Rueda (2009) recorded an alarming statement, “He said that his mother could not be considered American because she did not...
A large number of people in the Hispanic community whether Hispanics are not able to get the English literacy skills that they need not because they want to keep born in Latin America or the United States, speak Spanish primarily. This is basically because in present day time, Hispanics are more likely to pass Spanish to their kids now than they have done in the past. (Ortiz, P.149) This is seen as a social problem, especially because of the fact that there is an increasing demand that English should only be taught in public school and it should also be spoken within the Spanish community. Even though Hispanics do speak a lot of Spanish most of the time, they still do learn English also, especially the young. But, because of the large flow of immigrants, the use of Spanish is used more often because they are constantly encountering immigrants who speak no English. (Ortiz, P. 150) Before hand there has been said to have been lower achievements when Hispanics make frequent use of the Spanish la...
In the article, “Public and Private Language”, Richard Rodriguez argues that bilingual education delays learning a “public language” and developing a public identity”. I can relate to Richard’s story because my family and me moved to America when I was young and we also had the same struggle learning a new language. I agreed with Rodriguez when he expressed that he didn’t feel like a true American until he mastered the English language because English is the first and main language in America.
Policy in the United States towards foreign languages has long been a complicated process. The nation was founded by polyglot immigrants and welcomed, to varying degrees, many subsequent waves of immigrants speaking languages familiar and foreign. Most immigrants learned English and despite efforts to maintain their mother tongue, the “permissiveness and apathy” of American society towards second languages allowed the gradual erosion of many mother tongues. English, although the common language in schools, the courts, government, and the business community in the United States, is not the official language of our country. This fact juxtaposes paradoxically with the necessity of speaking English for success in our society, and the dying out of many languages native to immigrants after the third generation. Since no official policy at the federal level governs the official language of the United States, nor the teaching of foreign languages until after the Second World War, language education in the U.S. remained a patchwork of local policies.
In the United States, it is important for a person to speak English fluently because it is the official language in America and everybody communicates in English. Many people believe that English should be the only language in America and that sometimes people may face prejudice when they speak English with an accent. For some parents, the fear of prejudice makes them decided not to teach their children their native tongue. On the other hand, there are many other reasons why some parents want to teach their children their native tongue. Gabriela Kuntz explains in My Spanish Standoff why she did not allow her children to speak Spanish at home. Kuntz’s explanations are acceptable, but some research studies reveal that most young children can learn two or more languages. Also, many researchers say that children can learn a second language faster than adults.
In the short story “Aria” by Richard Rodriguez, he explains how he grew up in a bilingual household and used Spanish as his “family’s language”. (Rodriguez 225) His childhood experiences made him realize that it is a challenge to learn English as a Spanish speaker. Therefore, he is against children using their family’s language in school or in a public society. It is an academic enrichment (Kim Potowski) for children to know two or more languages. Students are successful and prepared to face the challenges ahead of them (Potowski). Being bilingual is not a disadvantage to society or to education. In 2016, people see that being a bilingual speaker is more of an advantage to children than people did in the time that Richard Rodriguez wrote his memoir.
The persona that Richard uses in this essay is that of a native Latino child who immigrated to America. Richard argues that it would not be beneficial to children’s learning because he was taught that “I had the right-and the obligation-to speak the public language” (The Northern Reader, Rodriguez pg. 286). Learning and using the public language was viewed as socially acceptable and that other languages were seen private.
Baker (2011) explains that this perception of lack of competence in the dominant language incites to the enrollment of ELLs in mainstream and transitional classrooms in order to ensure a fast conversion to the dominant language. However, this fast conversion could lead to more harm than good since it denies to the student his/her development of the home language, and frequently denies his/her identity and self-respect (Baker, 2011). Baker (2011) states that when bilingual education is well implemented it becomes the cure rather than the cause of
The twentieth century philosopher Ludwig Wittgenstein once said that “The limits of my language are the limits of my universe.” Despite the truth in that statement, it is still common today to hear people say, “I speak English, so I don’t have to learn a foreign language.” Although English has become increasingly important in global communication over the past few decades, the direct benefits of learning a foreign language are plenty. Among the various foreign languages pursued by American students, Spanish is by far the most popular, as competency in the Spanish language is a powerful resource that can increase one’s opportunities in the U.S and globally by tenfold. Therefore, it is extremely essential that Americans learn Spanish, as knowledge of the Spanish language opens the door to cultural appreciation, breaks the barrier between two cultures, and sets the stage for successful diplomacy.
Individually, when bilinguals bear in mind the fact that their ability to speak two languages helps their cognitive skills in strengthening development and function of attention, their self satisfaction should escalate. This is a blessing, not a hindrance. In America, people wrongfully look down upon foreigners as they arrive in the States, learn a second language, while also cling to their native language and cultural values. Monolingual Americans unjustifiably believe they have the advantage over these future bilinguals. What they do not know is when bilinguals master two languages and put into practice brain plasticity and cognitive development they will surpass and excel monolinguals with flying colors. It is proven through research that bilinguals outscore their monolingual peers again and again by more quicker, attentive, and accurate results. They should take pride in their hard work and consistent pressing motives to master a new language, hold onto their first, and do not compare themselves to the native monolinguals surrounding them. The Associated Press reports that up to 66 percent of the world’s children are raised bilingual (2001). Consequently, with those numbers society is humbled in understanding the bilingual advantage. It is comforting to be reminded of such an enriched advantage in bilingualism, even though monolinguist society disputes otherwise. Honestly, respect and acceptance in understanding the role of bilingualism plays an influential performance in bringing individuals and society
With so many Latin American people immigrating to the United States, Mexican and other Latin American cultures have undoubtingly had a profound effect on American culture as a whole. From common foods such as Taco Bell’s found in nearly every U.S. city to some of America’s most popular celebrities including Jennifer Lopez, Enrique Iglesias, George Lopez, and Selena Gomez, Latin American culture has had an immense impact and continues to play a huge role in American culture. Education is also evolving to fit the large numbers of Latin American- large numbers of which are coming from Mexico- immigrants that are coming to the United States. According to Valdeón (2012) Most public schools offer, some even requiring, students to take a Spanish class (Valdeón, 2012, p.314, para 4). In many schools, children begin learning the Spanish language and parts of the Hispanic culture in as early as first grade classes. This prepares children for the Spanish classes that they will most likely take in middle school and high school that will prepare them for the increasing demand for the need to know both English and Spanish in today’s
The United States Education System is unique in international comparison because of its goal to ensure that every student receives a high-quality education. It tackles a wide range of major issues to guarantee that every child receives the same educational opportunities, but none have been more challenging than the issue of language barriers. In the United States alone, English language learners are considered to be “one of the fastest-growing populations within the educational system” (Elsworth). The government, state education boards, public/private schools, teachers, parents, and students face the difficult obstacles that language barriers have set. To help minimize the effects of language barriers
The debate regarding the role of foreign language education in the public school system leaves much to be considered—from the role foreign language learning plays in our cognitive and cultural development, to the study of what it takes to become fluent in a foreign language in terms of time, energy and opportunity cost, compared with the application of the language later in life. With many stakeholders, including academics, journalists, and politicians, lending their perspectives to the argument, it’s important that we understand how the leader of our country values foreign language education, in order to better understand how foreign language will be effected in education legislation. During President Obama’s campaign run in 2008, he advocated for foreign language education, as demonstrated by CNN.com’s campaign footage, “Sen. Barack Obama on Learning Foreign Languages.” Speaking directly to his constituency as well as undecided voters, he proclaimed the value that bilingual abilities can provide Americans, as well as his own embarrassment for not being fluent in another language. Obama uses ethical appeals to express that we need to be less worried about immigrants learning English, “They’ll learn English,” and more concerned with teaching our children Spanish because having such a skill will enhance their lives; logical appeals to advocate teaching our children a foreign language early in life, while its easier to learn; and emotional appeals by proclaiming “it’s embarrassing” in regards to Europeans coming to our country speaking multiple language, including ours, whereas when we go to Europe, “all we can say is merci beaucoup.” Because Obama’s intended audience is moderate-to-liberal, or more progressive, he is able to delive...
English Language Learners are the fastest growing group in the U.S. school system. Twenty percent of school age children between the ages of five and seventeen speak a language other than English at home (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 2012). The number of ELLs in the U.S. is approximately 5 million. ELLs are also the group most at risk (Shin, 2013). California has a third of the U.S.’s ELLs. Most of the schools that have failed to meet NCLB benchmarks are those that have a high number of ELLs (Gándara & Hopkins, 2010).
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.