“Aria”, an essay from the memoir Hunger of Memory: the Education of Richard Rodriguez, is a poignant account of author Richard Rodriguez’ childhood experience with learning English as a second language (ESL). He discusses themes of intimacy and language, drawing special attention to “private” (intimate) and “public” language.
Born to Mexican immigrant parents, Rodriguez felt a disconnect between Spanish, the language he used at home, and English, the language used in the public world. Rodriguez believed he was separate and awkward compared to his English-speaking classmates, as he struggled to master this “public” language. Eventually, with practice Rodriguez felt confident speaking English in public and gained a sense of identity among his peers. Even so, this triumph came at a price. Rodriguez had always considered Spanish an intimate language he used among his family. When he and his siblings began speaking English at home, he felt this sense of intimacy subside. However, he partially attributes this to his departure from childhood.
The point Rodriguez is making in his essay is that growing up as an ESL learner was difficult, but it enabled him to establish a public identity in his English-speaking community. He felt he had a “right and obligation” to learn English. Rodriguez does not agree with “Hispanic American activists” who support a bilingual education for ESL learners. He feels that instructing the children in Spanish rather than English might delay their own entrance into the public world of English-speaking society, and hurt them in the long run.
I agree with Rodriguez that school should be a space for children to orient themselves to the world outside the comfort of their home. It is important for ESL students to practice their secondary language in school, and for teachers to instruct in Standard English. However, bilingual students are in many ways at an advantage. It is a shame that ESL speakers should feel that there is no place for their primary language in a public, specifically, academic setting. If children can master more than one language, they will have more opportunities as professional adults. The positive aspects of the position of ESL learners should be emphasized in school.
Many ESL speakers I know only have a spoken knowledge of their primary language, as the only use it with their “intimates”. They do not have the chance to study their language in an academic setting. If ESL students were given the opportunity to practice both languages in school, perhaps it would convince them that there is a place for both languages in the public world, and help them feel more confident, and not “separate” from their English-speaking peers. Maybe ESL (or any interested student) could spend a half hour after school being tutored in the literature and grammar of their primary language. Students should know that opportunities are available for them to use their “private” language in a professional or academic setting. Regarding funding for after school tutoring, perhaps college students who are fluent in the child’s primary language could volunteer their time.
What do you think? Do ESL learners have an advantage? Is there a place for their primary language in the English-speaking world? Should we support a bilingual education for ESL learners? Should we support a bilingual education for ALL students? REMEMBER: English is NOT the official language of the U.S. How should we deal with language differences in the classroom?
ravenouslanguage 