abstract
Phase two was very challenging due to the amount of work and resourcing that I had to do for the research explanatory essay. I was able to find good sources for my claim and learned to use many tools for the essay. The essay was challenging at first but I was able to understand by utilizing the techniques that I have learned from phases one and two.
Research Explanatory Essay
Should there be the need to conform to the dominant language for immigrants?
Immigrants and the children of immigrants rarely have the option of choosing between two languages. There is an invisible barrier for bilinguals on dealing with discrimination to prejudice from the dominant language group for not conforming to their criteria. It leads to oppression such as suppression of the home language and forced assimilation through the usage of internal and external concepts. I argue the suppression of one’s language is imposed by the dominant group and the degree to which immigrants assimilate affects how they are viewed. Within the immigrant community, the children of the immigrants are exposed to assimilation as one of the internal and external concepts of identity. In time, immigrants who have been living in the United States will see a change among their children on whether they want to preserve a foreign language in a dominant English setting.
One compelling aspect of assimilation is how some will lose their mother tongue while learning English later on in life. This is addressed by authors Rumbaut, Rubén G, and Douglas S Massey of “Immigration & Language Diversity in the United States” mentions it in their research journal. They discuss immigrants who came to this country that knows one foreign language and how it affects them based on jobs, fluency, and education based on the data. They also explain the history surrounding the immigrants who came to the United States in the 1800s to the present time. From the article, the author’s purpose is to show that the new era of immigrants faces discrimination and prejudice based on fluency. The two authors use sources like the 2010 American Survey to address the percentages of people that speak a second language at home compared to native English speakers. It stated along the lines of “By the 2.5 generation, the percentage speaking a foreign language well drops to 17 percent, and the share preferring to speak English at home rises to 93 percent.” (Rumbaut, 152). The statement gives an insight into certain demographics of the foreign languages whether it is dominant or not. Throughout the ages, immigrants who came to the USA would speak foreign languages, especially at their homes to keep the language alive. The home or mother language will eventually pass on to their offspring or the future generations however, it will decrease based on the quote. This will be impactful towards identity because the descendant of the immigrants will lose the second language as each generation assimilates. What this means is when it comes to identity for the third and fourth generation, they will soon assimilate to American identity rather than identifying themselves with their grandparents due to being exposed to only English. Furthermore, assimilation can occur based on how fluent the parents are in English of which the children are exposed to and will go along with it. Both the parent and the child barely know the mother language because there was not an environment where they can learn fluently. Eventually, it will become a form of indirect oppression on the account of the individual becoming conflicted with their family background, some may find it challenging to comprehend their own identity for not speaking their parent language. I align myself with Rumbaut and Douglass on the concept of the individual being bilingual is slim from the generation gap. Within each generation, there is a trend of bilinguals not being able to speak their parent’s or grandparent’s original language which goes back to how the environment plays a role for a language to thrive if the language remains. Eventually, the language slowly fades away if not used and soon the individuals forget it. This also serves as a purpose on how even when there is less percentage of people that speak a foreign language, the chances of keeping it alive is low. There is also the possibility of it being detrimental in the future is high. The author’s claims are mostly aligning with the notion of losing one’s own mother language will be the result of the inevitable assimilation while erasing their identity. Any form of language is a person’s own identity whether you support it or not. This relates to my thesis statement and the stance I take on how identity plays a role in speaking two languages without it, it serves as a breaking point for some. It’s one of many obstacles that Immigrants and their children must face when it comes to deciding on two languages.
In time individuals who are bilinguals often feel the need to suppress their mother language which is traceable to maintaining the ‘proper’ Standard English mentality in schools. It pushes away from their mother language, for them to speak the correct version of English. Which soon becomes an internal conflict between two cultures through identity. A source that intertwines with suppression is conveyed by the author Mackinney, Erin of “More Than a Name: Spanish-Speaking Youth Articulating Bilingual Identities.” Mackinney is affiliated with Roosevelt University and is an assistant professor for Bilinguals and ESL Education in the previous college mentioned in Chicago, IL. In consonance with the text, Mackinney will use details from ESL students who are Latinos in the ESOL program to understand identity and utilize it for the research. After doing that she will start a discussion on the implications of the policy based on the data and experiment from the ESOL program. The author’s claims are enclosed to the identity of ESL students who are placed on the program will go through a societal and structural experience as Latinos and bilinguals. In MacKinney’s piece, she goes accordingly to another reference of which it states that “For immigrant students in U.S. schools, Olsen ([25]) notes three pieces to the process of Americanization: academic marginalization and separation; the requirements to become English-speaking and to drop one’s national identity and language; and insistent pressures to find and take one’s place in the racial hierarchy of the United States.” (Olsen, 25). Along these lines, there is societal pressure on bilinguals to speak English. They are placed in a system where they must speak English to fit in the racial hierarchy because your race does factor some judgment on whether you can speak fluent English. This gives the children and the immigrants less of an option to speak both languages to ingrain in the academic structure. Immigrant children at a young age are exposed to grammar and how to speak English in the correct category. The same institution that wants students to speak entirely in English has gone through drastic pressure for children to speak properly. This goes back to my claim on suppression based on the limitations of speaking the home language. It soon becomes a process of losing the mother language, furthermore, leading to a subtle brainwashing proposition. This impacts the children who may not identify themselves as bilinguals because it results in losing a language for being a hindrance to learning. I agree with the author’s claim on how it impacts the bilingual community based on the subtle integration which leads to an inferiority complex for being different from the prominent language group. This also goes back to Rumbaut’s argument because, in his piece, it referenced that at home, immigrant children will most likely to speak English, this ties in with the current evidence on how the brainwashing process can go through different generations and will stay in place. In addition to the statement, Lippi Green Rosina received a Ph.D. in Linguistics from Princeton University and is the author of “English with an Accent: Language, Ideology, and Discrimination in the United States.” She disputes that the accents and dialects shouldn’t be an issue but there is an ongoing prejudice on having an accent and dialects based on the exposure of a grammar structure. The quote, mentions “It is the ordering of social groups in terms of who has authority to determine how language is best used.” (Lippi Green, Chapter 4, 57). There is systematic oppression towards children of immigrants and immigrants on conforming to ‘Standard American English’ and how American children prefer only English accents that sound ‘proper’ to them as the normal way of speaking. Furthermore, having led to judgments placed upon accents and dialects that doesn’t sound right to them has become ingrained in their mind. It allows them to think that having a foreign accent is something not compatible with their perception of ‘proper’ English. From this statement, it shows one of the many obstacles to potentially learning a language. The children of immigrants have gone through some society’s perceptions whether it is in the school system to speak a proper form of English with no accent which also goes towards the idea of assimilation. This can hurt their relationship with the parents who are immigrants and have a lack of understanding in English or have accents. As a result, it harms bilinguals by relying on English to be their main language both at home and outside setting while not seeing the benefits of learning both languages.
At times, the bilingual’ environment corresponds to identity and the language that they prefer to speak. There has been a study that goes in deep with identity and language on how similar to each other in the same environment. According to MacKinney, she states “Students in this study constructed their multilayered identities by and through language. Their articulation reflected their experiences as immigrants from various Spanish-speaking countries of origin, residents of Miami, and members of both Spanish-English dual language and ESOL programs. Through interviews, focus groups, and informal conversations with peers, students contextualized their realities as bilinguals.” (Mackinney, 274). The statement shows how the first generation doesn’t have the issue of associating themselves as bilinguals and isn’t as much conformed to the environment because their parents have maintained the culture and the language. The correlation is distinctively based on the generations because the participants in the articles are first-generation Americans who are children of immigrants that view themselves as bilinguals. There isn’t a drastic change mentioned in both of the sources like how it starts in the second generation Americans that will mainly speak English at home, already there is a sense of the parents and the children not involved with their language and cultures. This also goes back to Rumbaut and Douglas based on losing the language as each generation moves further away from the language. Additionally, the students do see themselves as bilinguals but that may change later, consequently identifying themselves as speaking mainly English. It also refers to the variations of societal oppression but more towards the control of the language and dictating to speak English properly from regions to a region mentioned by Lippi-Greene on how there is a special authority made by social groups in a society that determines how to use language and when it’ best to use it.
Some may agree with the claim based on how integration is a necessary procedure to be made to be being a citizen of their country whether the individual wants to speak English or not. One of the news articles from the Washington Post written by Adam Taylor, the writer in The Washington Post including foreign affairs. “How do define their national identity? By speaking the language study says.” The study uses fourteen countries to see how they define national identity. Taylor wants to know how identity is defined based on different countries using references and studies mentioned in the previous statement. He also uses references like the Pew Research Center study and Historian Eric Hobsbawm to elaborate on how language goes along with identity. He goes along the lines “In America, that shift is especially pronounced: While 81 percent of those age 50 or older say language is very important to national identity, only 58 percent of those age 18 to 34 agree.” (Taylor, last par). The statement projects that the younger generations are more tolerant of seeing the language as part of the national identity, which means speaking English can be seen as part of the American way of life, But up to 58 percent of the younger generations agree to be seen as an American which is low compared to 81 percent from the older generations. The older generation has been exposed to the old wave of immigration that had different foreign languages. But in the new wave, the dominant speakers are Spanish speakers. It comes to show people identify themselves based on their nation’s language because that is the only language that the nation speaks, and it should be represented as a dominant language. One must learn the nation’s language to be a citizen of the nation even if it means losing a foreign language. When people speak a language in a different country, Individuals in that country can assume where they are from based on how foreign the language is which serves as an identity.
One can conclude that English is a necessity and fits well with the nation’s identity from the evidence provided. However, that doesn’t mean losing a language would ultimately benefit bilinguals, the source I used came from John McWhorter, professor of linguistics at Columbia University to an author of “Talking Back, Talking Black.” and lastly a book reviewer of “How You Say It Why You Talk the Way You Do Do — and What It Says About You,” He uses Kinzler’s studies to elaborate on how linguistic biases are part of the nation’s culture and should be changed. John uses the book to discuss the United States’ biases from Ebonics to accents as an argument. According to John from pg. 12 he elaborates on “Kinzler’s main interest, however, is in linguistic discrimination. Amid our discussions of racism, sexism, and even classism, we don’t spend much time thinking about the ways we can be biased when it comes to how people speak.” From this, one can understand that even through integration, there are still drawbacks within the standard form of English like dialects and accents. One can say that there is no proper way to speak English, even with a foreign accent, there is always going to be various accents from different regions. The statement also provides the societal oppression placed on the American accents to dialects like Ebonics. Although, Ebonics is part of the many American dialects and American identity it’s not deemed as the standard form of English. It contributes to the negative connotation that Ebonics or any English dialects are not standard English, the same goes for foreign accents. One can say that there is prejudice placed on the area that many people don’t understand or see it which becomes an issue later on. Finally, the author named Walt Wolfram, who is a professor from North Carolina and an advocate for tolerance towards dialects. He has written, “Everybody Has an Accent” which is a course and academic text, issue 18, fall 2000. In the text, he uses a girl named Tanya who has an accent when she spoke in front of her class. It shows an alternative reality of having an accent that’s different from the ‘normal’ way of speaking. In the scene, it outlines a significant picture for immigrants and children of immigrants on the language “Tanya begins to speak, but a buzz erupts in the classroom before she has finished her first sentence.
“You have a funny accent!”
“Where did you learn to talk?”
“Did you hear how she said her name?” (Wolfram, lines 5-8). The idea is similar to what I have spoken briefly about how immigrants that have an accent are not necessarily speaking standard English because the accent serves to be the only sound that people hear. You can see a vivid picture of being ridiculed for having an accent, not a foreign accent, but an accent in a different region within America. In the eyes of society, it’s seen as foreign and not part of the American way of life. This is hypocritical because within the English speakers there are accents and dialects from certain regions in America that sound American yet still do not fit in the standard form. McWhorter and Wolfram’s statements go hand in hand with going in-depth on if immigrants and their children were to ever depend on English without realizing the various forms of English that are not deemed ‘standard.’ In the end even when speaking English there is still prejudice and assumptions based on how you speak. It ties in with my claim that there should be an option to being bilingual and not be forced into choosing two languages. It shows the biases for bilinguals to choose between the two languages and people don’t see the hardship on the decision and whether the decision will overcome the oppression mentioned before.
In conclusion, within society. there is potential suppression for speaking a different language that isn’t Standard English in America. It becomes one of the stems towards oppressions with the language aspect. However, individuals forget that in some situations, language serves to be a universal concept for expressing ideas through speech and communication. There shouldn’t be a requirement to choose between two languages but instead, we should embrace the practice of learning new languages in any environment. This isn’t a new concept for humanity to partake in learning new contrivances, the contribution is immense for those who want to be part of it. It is the deliverance and having strong communication that counts and having the passion to learn a new language.
Work Cited
Lippi-Green, Rosina. English with an Accent: Language, Ideology and Discrimination in the United States. 2nd ed. London, Routledge, 2012
Mackinney, Erin. “More Than a Name: Spanish-Speaking Youth Articulating Bilingual Identities.” Bilingual research journal 40.3 (2017): 274–288.
Mcwhorter, J. (2020, July 21). The Biases We Hold Against the Way People Speak. Retrieved November 11, 2020, from https://www.nytimes.com/2020/07/21/books/review/how-you-say-it-katherine-kinzler.html
Rumbaut, Rubén G, and Douglas S Massey. “Immigration & Language Diversity in the United States.” Daedalus (Cambridge, Mass.) 142.3 (2013): 141–154. Web.
Taylor, A. (2019, April 18). Analysis | How do people define their national identity? By speaking the language, study says. Retrieved November 11, 2020, from https://www.washingtonpost.com/news/worldviews/wp/2017/02/01/when-it-comes-to-national-identity-language-trumps-religion-culture-and-place-of-birth-study-finds/
Wolfram, Walt. “Everybody Has an Accent”. Teaching Tolerance, 2000. Pg 40-44.
Cover Letter:
Within the essay, I was able to explore my topic on bilinguals having to choose between their languages on conforming to the dominant language. I discussed societal oppression placed on bilinguals who are either immigrants or children of immigrants to be only exposed to English. Which remains the dominant language in the United States and the preferred language. From this assignment, I was able to utilize sources from academic research journals to news articles and elaborated on my argument on whether immigrants and children of immigrants should lose their second language to pursue English.
The essay was held in an informative and serious tone due to it being an argumentative and explanatory essay while using two academic research journals to weigh in the purpose. The purpose of the essay was to raise awareness of discrimination and prejudice for being bilingual in a society that views it as inferior based on the institution that prefers a ‘proper’ academic structure. In one of the course texts “English with an Accent: Language, Ideology, and Discrimination in the United States” by Lippi-Green, Rosina held an interest in my claim on prejudice and discrimination based on accents and dialects. She analyzes certain situations that people go through based on their accents and dialects due to the pressure of institutions maintaining standard English. The author’s purpose was to raise awareness on discrimination and that speaking perfect English doesn’t make you inferior but how to get your message across. The source goes along with my stance on how speaking English doesn’t necessarily excuse problems like having to speak English adequately.
During this assignment, I learned to find sources like the academic journals from the CCNY one search engine. It helped me on finding peer viewed texts like “More Than a Name: Spanish-Speaking Youth Articulating Bilingual Identities.” by Mackinney, Erin. The one search engine was beneficial for my essay because I was able to pick two academic research or journals that aligned with my claim. I also used the ‘Norton Evaluating Sources’ text to go in-depth with my writing to draw connections between my claim and the text. In the process, I was able to explore various techniques to improve my essay. Overall, I learned to revise and improve my essay from time to time and saw growth within my essay. The assignment established a newfound understanding of my topic and the amount of work that I had done to accomplish it.
