...Summary and Personal Responses to Tanya Maria Barrientos’s “Se Habla Espanol” English 115 July 13, 2014 In her essay “Se Habla Espanol” Tanya Maria Barrientos expresses her struggle of being a pure Latina who doesn’t speak Spanish. Being born in Guatemala, a Spanish speaking country, she and her family moved to the United States of America at three years old. (Barrientos, 2011) now living in Texas her parents made the decision that their children would cease speaking Spanish only to speak, read, and write English molding them into America’s Anglo culture. Barrientos set out to defy the stereotypes being placed on brown people while at the same time believing them herself. She stated “To me, speaking Spanish translated into being poor. It meant waiting tables and cleaning hotel rooms.” (Barrientos) Not being seen as Mexican was a compliment in her eyes while not speaking Spanish equated to being white. Clearly she was not proud of her heritage and at the age of 16 in attempt to reverse the disdain for her culture Barrientos was sent to Mexico for the summer by her father. To her surprise pride emerged but created a new dilemma. How can you be a proud Latina and not speak Spanish? She set out to learn it. After taking several Spanish classes she continued to feel laughable around native Spanish speakers. Not only did she struggle with the language but with the fact that she was now frowned upon as a Spanish woman who can’t speak the language. Barrientos eventually...
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...Immersed in American culture since she was three, Barrientos is fighting to be accepted by the Latino Community. The problem is that she struggles with speaking Spanish; her native language. In Se Habla Español, Barrientos says, Spanish is the unofficial meter of how strong a Latino’s roots truly are (Barrientos, 2004). This summary will analyze the essay “Se Habla Español” by Tanya Maria Barrientos. I will discuss Barrientos’ purpose, her audience, the genre and her tone. As a child, Barrientos was proud of not knowing how to communicate in Spanish. She believed, “speaking Spanish translated into being poor.” (as cited in Barrientos, 2004). She hated being labeled a Mexican and just wanted to fit in. Barrientos wanted nothing to do with being Latino and enjoyed just being an American who happened to from another country. As she grew older, America evolved and so did her views of being a Latina. Wanting to learn more about how Latinos lived as Spanish-Americans, she interviewed Latinos of various spectrums. She learned that if nothing else, Spanish is what ties them all together (Barrientos, 2004).Barrientos inability to speak Spanish made her feel like she couldn’t really call herself a Latina. She worried, when other Latinos see how much she struggles to speak the language, she’ll get that confused stare she witness so many times (Barrientos, 2004). Most people assume she already knows how to speak Spanish because after all, she is Guatemalan. Barrientos...
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...Summary and Personal Response to Tanya Barrientos’s “ Se Habla Espanol” Honey Jupiter Strayer University English 115 Professor Charles Bretan 01/15/15 Abstract This essay “Se Habla Espanol” by Tanya Barrientos really expresses her struggle with being a Latino who does not speak Spanish. Barrientos was born in Guatemala. At the age of 3, her family moved to the United States. When Barrientos got to the States, she immediately stopped speaking Spanish. Now living in Texas, her parents decided that she could only speak, read, and write English. Barrientos made it a point to fit in with Americans. She hated didn’t like being called Mexican and hated what it seemed to mean to her. She stated, “To me, speaking Spanish translated into being poor. It meant waiting tables and cleaning hotel rooms.” (Barrientos) Barrientos saw it as a compliment not be considered Mexican. Her father wanted to show her that Mexican culture is beautiful and she should be proud of her heritage. Barrientos father sent her to Mexico for the summer in hopes that she would learn to be proud of being called Mexican. Surprisingly, her pride emerged and she wanted to learn to speak Spanish. Over the next couple of decades, the worlds’ view toward different cultures changed. It was okay to be of a different race. No one was associating Mexicans with just being waiters or housekeepers. Barrientos started taking classes, listening to tapes, and even hired a tutor. She even asked her parents to only speak...
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...English Composition “Se Habla Espanol” Summary and Personal Response In the essay "Se Habla Espanol" by Tanya Maria Barrientos, she identifies her struggles of being a Latina native who does not speak the language. From Guatemala, Tanya came to the United States at three years old, in 1963, with her family and gave up communicating in Spanish quickly. Her parents determined that their children would only speak, read, and write English to fit into what they called the “Anglo Society” (Barrientos, 2011). In her younger years, Tanya herself believed that if she fit in with this society, she could escape the Spanish stereotypes. At sixteen, Tanya’s father decided to send her to Mexico to help her see that being called Mexican was not an insult but more of an honor. Tanya was reluctant to go, but when she did, she found out that she loved the environment and culture. Sending her to Mexico gave her a new sense of pride that she didn't exactly know how to sustain. The author opens the essay registering for a Spanish class for the sixth time. According to Tanya in the wake of expressing her last name, she naturally heard that snippet of delay from the other man on the telephone. She reveals how she feels when people see her or hear her last name, they automatically expect her to speak Spanish. Tanya and her family came to the United States in 1963. Immediately at the age of three both of her parents decided that their children would defy the odds of their Guatemalan culture and...
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...SUMMARY OF SE HABLA ESPANOL BY TANYA BARRIENTOS (REVISED) CLARENCE GRANT STRAYER UNIVERSITY English 115 Professor Sophia Russell August 8, 2012 In her essay, Se Habla Espanol writer Tanya Barrientos presents a memoir of a Guatemalan born Latina brought to the United States as a child but failed to identify with her native culture. Now, as an adult, she struggles to regain her Latino identity and acceptance. Barrientos was brought to the United States at a very young age by her parents who immersed her into the American culture by speaking only Spanish. This was to serve the purpose of blending her more readily into her new society and thus, ensuring her success. She describes how Americans during that time were not culturally tolerant and expected foreigners who entered the country to “leave their cultural baggage at the border”. As a result of her parents decision Barrientos assimilates to her new culture and rejects her old one. She took pride in not being able to speak Spanish; and furthermore, she took pride in her American peers saying that she did not seem Mexican. Barrientos states that those comments “made me feel superior. It made me feel American. It made me feel white.” Once her father realized how she felt about her native culture he set out to change her feelings. He sent her to spend time in Mexico City and his plan worked. She returned to the United States with a new appreciation for her Latino roots. She continues...
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...Exercise 1: Stress and the Written Accent Name _____________________________ For each word, underline the stressed syllable and, if needed, add a written accent mark. Example: elefante No written accent mark 1. taza 2. sabor 3. razon 4. rio 5. agua 6. aguila 7. espiritu 8. espiritual 9. adios 10. pequeño 11. pequeñito 12. pequeñisimo 13. enseñabas 14. enseñabamos 15. America 16. religion 17. religiones 18. religioso 19. religiosos 20. dramatico 21. quien (= question “who?”) 22. mi (= “my”) 23. haz 24. hazlo 25. hazmelo Exercise 2: Noun Gender Name _____________________________ A. Indicate the gender (m., f., or either) of each noun. 1. persona 2. novio 3. serpiente 4. testigo 5. plato 6. montaña 7. hogar 8. héroe 9. vez 10. guardacostas 11. dilema 12. tele 13. dentista 14. coche patrulla 15. incertidumbre 16. bailarina 17. voléibol 18. látex B: Provide the feminine form of each noun, or indicate that there is no unique feminine form. Examples: el hombre—la mujer el niño—la niña el profesor—la profesora el estudiante—la estudiante 1. elefante 2. lobo 3. soldado 4. escritor 5. pariente 6. mesero Exercise 3: Noun Number Name _______________________________ A: Provide the plural form of each noun. Examples: la casa–las casas el maniquí–los maniquís/maniquíes el énfasis–los énfasis ...
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...Assignment 1: Summary and Personal Response Due Week 2 and worth 120 points Select one essay in The brief McGraw-Hill guide: Writing for college, writing for life: (2nd ed.) to summarize for this assignment. Choose from the following essays: “Se habla Espanol” by Barrientos; “Facing poverty with a rich girl’s habits” by Kim; “On becoming a writer” by Baker; “Farm girl” by Hemauer Write a one and one-half to two (1½ - 2) page summary paper in which you: 1.Identify the source (writer and title of essay) and state his or her most important point in your own words. 2.Summarize the other main points and their supporting details in separate paragraphs. 3.Discuss the (1) writer’s purpose, (2) genre, (3) audience, and (4) tone (attitude), 4.Describe your emotional response to the essay. 5.Use quotations, paraphrase, and summary correctly. Your assignment must follow these formatting requirements: •Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. •Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: •Recognize how to use quotations, paraphrase...
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...SUMMARY – POBRE ANA La moraleja de este libro es agradecido por lo que tienes, y no pensar en lo que no tienes. El libro, Pobre Ana, escrito por Blaine Ray, se lleva a cabo en California. El personaje principal es Ana. Ella tiene 15 años y va al West Torrance High School. Ana tiene problemas con su familia. Ella sueña de dinero, un carro nuevo y ropas nuevas. Ella tiene una madre, Ellen, que trabaja como secretaria en un hospital y un padre, Robert, que también trabaja en el hospital. Ella también tiene una hermana, Patty, quien tiene 11 años y un hermano, Don, quien tiene 14 años. Sus dos mejores amigos, Elsa y Sara, van a la misma escuela que Ana. Ana es celosa de sus amigas ricas mejores, Sara y Elsa, y deseas que tener las cosas que ellas tienen. Sara y Elsa no tienen problemas con familias. Un día en la escuela, el maestro español de Ana le dice a la clase que un estudiante puede ir a México por tres meses y vive con una familia mexicana. Ana habla con su padre pero le dice que no. Pero entonces ella le dice que ellos no tienen que pagar , y su padre dice que sí . Ana va a Tepic , México . Su familia no es en el aeropuerto. Ella conoce a un hombre que ayuda a encontrar aquí su nuevo hogar. Ella se encuentra la familia Sánchez . Familia Sánchez consistente que una madre se llama Julia, un padre se llama Ernesto y cuatro hijos; Juana, Susana, Pablo y Juan. Ana hace las cosas con sus nuevas hermanas , como ir al gimnasio , el parque y la tienda. Un día...
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...“Se Habla Espanol” Summary and Personal Response First Last Name Prof. ENG 115 – English Comp. 00/00/2015 This is the story of Tanya Barrientos journey from a child who saw herself as any other Caucasian person but ashamed of who she actually was to becoming someone who embraces her heritage and has a deep appreciation for her culture. Tanya and her family came to the U.S. when she was only three years old in the sixties. She and her brother were raised to be as American as possible by putting aside their language and culture and living by the presumable ‘American Dream’. She says as a child “I liked being the brown girl who defied expectations” (pg. 58). It wasn’t until the year she and her brother started school late that she caught a glimpse of racism when the person in charge of registering children for school made the comment “You people. Your children are always behind, and you have the nerve to bring them in late?” And my mother came back to her with “My children will be at the top of their classes in two weeks!” (pg. 58) Tanya mentions that her family lived in a predominantly white neighborhood in West Texas devoid of color, and she believed that people who did speak Spanish were considered poor and could only work menial labor jobs. It didn't affect Tanya that her parents spoke Spanish because she knew they were from another country; she felt she was above Hispanics and didn't want to be one. As a teenager, Tanya confessed to her father that she disliked...
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...Summary and Personal Response Kelvin Peacock English Composition Professor Wandra Polk 01.31.2013 Summary and Personal Response Se Habla Espanol by Tanya Barrientos was about a Latina girl who struggled with her identity. She was born in Guatemala but has lived in America since she was three years old. In the beginning she was somewhat embarrassed by her Hispanic heritage. Tanya felt inferior to the white people because of how she looked and because of her last name. The tone of the essay was a serious and desperate cry for help. It seemed she was speaking to anyone who could listen and relate to her. Tanya wrote from her point of view and how she felt like a “gringa” trapped in a Latina girl’s body. Tone Tanya had been through the whole situation of taking tutoring to help her develop her Spanish speaking a half dozen times already. She had become frustrated and did not know where she belonged in society. She viewed herself inferior to the others in her class and wanted others to pretend she was a white girl wanting to learn Spanish. She was struggling with her identity and spent a lot of time and money trying to find her true self. You can’t blame her for feeling that way. She saw the type of treatment her parents received when she was a child enrolling in school. All she wanted was a place in society. Audience The primary audience Tanya was speaking to would be anyone...
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...[pic] Universidad de la Cuenca del Plata SEDE FORMOSA FACULTAD DE CIENCIA ECONOMICAS CARRERA : CONTADOR Glosario Inglés-Español de términos específicos utilizados en economía, finanzas, negocios, mercadeo, bancos y empresas. [pic] PROF. ADJUNTA: LIC. ALICIA ALEJANDRA MOLINA INGLES III- COMISIÓN “U” PRIMER CUATRIMESTRE - AÑO 2011 PREFACIO El ámbito de la contabilidad posmodernista, exige emplear términos adecuados, imprescindibles, para mantenerse actualizados Hoy, en una reunión de negocios o en plena clase universitaria, pueden escucharse vocablos contables en inglés cuyo alcance y significado se desconocen, ya sea en la práctica o en el uso coloquial. En esta industria dinámica, es de suma importancia comprender el significado exacto de estas palabras y su correcta aplicación para elevar el nivel de conocimiento del profesional. Ahora bien, ya sea un estudiante de ciencias económicas, un contador de una gran empresa o cualquier persona con trato frecuente con contadores, encontrará en este GLOSARIO BILINGÜE de Términos Contables una invalorable ayuda ya que ofrece los vocablos de negocios más utilizados, incluyendo terminologías de gestión , financiera y comercial. Además, la obra reúne también gran cantidad de términos...
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...INTRODUCCIÓN A XHTML JAVIER EGUILUZ LIBROSWEB Introducción a XHTML Javier Eguiluz Fecha publicación: 14/03/2013 Este libro fue publicado con la aplicación easybook (http://easybook-project.org) , una herramienta de software libre para la publicación de libros digitales. Licencia Este libro se publica bajo la licencia Creative Commons Reconocimiento - No Comercial - Compartir Igual 3.0, cuyos detalles puedes consultar en http://creativecommons.org/licenses/by-nc-sa/3.0/es/ Puedes copiar, distribuir y comunicar públicamente la obra, incluso transformándola, siempre que cumplas todas las condiciones siguientes: • Reconocimiento: debes reconocer siempre la autoría de la obra original, indicando tanto el nombre del autor (Javier Eguiluz) como el nombre del sitio donde se publicó originalmente (librosweb.es). Este reconocimiento no debe hacerse de una manera que sugiera que el autor o el sitio apoyan el uso que haces de su obra. • No comercial: no puedes utilizar esta obra con fines comerciales de ningún tipo. Entre otros, no puedes vender esta obra bajo ningún concepto y tampoco puedes publicar estos contenidos en sitios web que incluyan publicidad de cualquier tipo. • Compartir igual: si alteras o transformas esta obra o si realizas una obra derivada, debes compartir tu trabajo obligatoriamente bajo esta misma licencia. Índice de contenidos Capítulo 1. Introducción . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1.1. ¿Qué es HTML? . . ...
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...Kortfilm, d. 16/08/2012 Gruppe 7, min gruppe, har om den syvende parameter – helhed. Uvæsentligt: Da Marianna blev stukket af en myg. Helhed: At den slutter godt, Marianna går tilbage til Morten. Vellykket: Fordi hvis det havde været Morten, der var gået over til Marianna var de døde, men det var omvendt. Så de overlevede og fik endt deres diskussion lykkeligt. Koncentratet: Det der er tilbage af det væsentlige er fint, men der er en scene der gør det dårligt, og det er når Marianna bliver stukket. Richard Raskin: Richard mener, at filmen skal slutte så man føler sig tilfredsstillende ved at forlade historiens behagelige rum. Og det gør man, fordi det begge overlever og bliver hos hinanden. Dansk, d. 17/08/2012 Læs teksten ’’Helle Helle: En stol for lidt’’ Vi har om åbne og lukkede tekster, og ’’Helle Helle: En stol for lidt’’ er en åben tekst fordi man har så mange overvejelser, og tænker videre på slutningen. En åben tekst: Er en tekst fuld af tomme pladser, således at læseren har frit valg på mange fortolkningshylder. En lukket tekst: Er en tekst, der forsøger at skabe en lydig læser i den forstand, at læseren loyalt fortolker teksten sådan som forfatteren lægger op til, at der skal fortolkes. Teksten handler om et par, der forbereder sig til deres egen fest, men alting går dårligt, og de skal til at lave maden færdig og gøre toilettet rent. De mangler også at tage deres fine tøj på. Men den ender meget sær, fordi kvinden i historien forlader pludselig huset...
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...THE FIRST FILIPINO Republie of the Philippines Department of Education & Culture NATIONAL HISTORICAL COMMISSION Manila FERDINAND E. MARCOS President Republic of the Philippines JUAN L. MANUEL Secretary of Education & Culture ESTEBAN A. DE OCAMPO Chairman DOMINGO ABELLA Member HORACIO DE LA COSTA, S. J. Member GODOFREDO L. ALCASID Ex-Oficio Member TEODORO A. AGONCILLO Member EMILIO AGUILAR CRUZ Member SERAFIN D. QUIASON Ex-Oficio Member FLORDELIZA K. MILITANTE Exccutive Director RAMON G. CONCEPCION Chief, Administrative Division BELEN V. FORTU Chief, Budget & Fiscal Division JOSE C. DAYRIT Chief, Research & Publications Division AVELINA M. CASTAÑEDA Chief, Special & Commemorative Events Division ROSAURO G. UNTIVERO Historical Researcher & Editor EULOGIO M. LEAÑO Chief Historical Writer-Translator & Publications Officer GENEROSO M. ILANO Auditor JOSE RIZAL (1861-1896) THE FIRST FILIPINO A Biography of José Rizal by LEÓN Ma. GUERRERO with an introduction by CARLOS QUI R INO ( Awarded First Prize in the Rizal Biography Contest held under the auspices of the José Rizal National Centennial Commission in 1961) NATIONAL HISTORICAL COMMISSION Manila 1974 First Printing 1963 Second Printing 1965 Third Printing 1969 Fourth Printing 1971 Fifth Printing 1974 This Book is dedicated by the Author to the other Filipinos Speak of me as I am; nothing extenuate, Nor set down aught in malice, Shakespeare: °the/Lo. Paint my picture truly like me, and not flatter me at all ; but...
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