in Arizona. She has a bilingual background, and she started her career at a Spanish-language television network. As a news anchor, on the English-language show, Ruiz receive criticism for the way she pronounced Spanish words. The critics posted online comments that her punctuation was annoying, wrong and stupid. Ruiz, with a Spanish language background, was pronouncing words the correct way in the Spanish-language culture, but since she is a news anchor for an English-language news program, critics
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paid a competitive wage. It seems to stand to reason that if they would not take these jobs, the employers would be forced to increase the salary, and they would not have to work for such substandard wages. While they come to this country with Spanish as their primary language, many immigrants learn English and it becomes their primary language. While it is harder for the older people to master English, when their children are enrolled in public education it is easier for them, because they have
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immigrants coupled with the expansion of their community within the United States has created an unparalleled situation of language contact. Language is synonymous with identity (cf. Granger, 2004, and works cited within). To the extent that this is true, Spanish is synonymous with being Mexican and by extension, Chicano. With the advent of amnesty programs such as Immigration Reform and Control Act (IRCA), which naturalized millions of Mexican migrants, what was once a temporal migratory population has become
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speak any Spanish. Even while talking with her parents they spoke in English. She tried asking her parents to speak to her in Spanish, but they raised her to believe that if she spoke English, she would “make it” in America. Her parents believed that if she could speak English without any sign of an accent, she would be seen as a true American, despite her obvious ethnicity. From this, she began to look at her heritage in a negative way. From pure observation she related speaking Spanish, with being
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translation in complex and stratified ways, from cultures and manners. He writes “Language is more than what we say – it’s also how we say it, and whether or not we even understand what we are saying. ” in his short essay (508). It can be understood easily why Rios pays so much attention to languages and translation. He grew up on the southwestern borderlands, having a Mexican father and an English mother. (504) The place he grew up is a place where cultures of the United States and Mexico meet and collide
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Part I: Description of Curriculum to Be Analyzed What is the title of the document being analyzed? For what grade level was the material intended? The title of the document is Spanish Level II. Who developed the curriculum? Were teachers and parents involved? This curriculum was developed for Public Schools by teachers and content supervisors. Part II: Organization and Content of the Curriculum Document Organization of the Document The guide is organized with a foreword
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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
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time, words can begin to take on new meanings based on the context that they are used in. An example of this would be the word “brave.” Stemming from the Old Spanish and Old Italian word “bravo,” the use of brave was first recorded in the early sixteenth century by Henry VII in State Papers (Merriam 3). After its evolution from Old Spanish, the original meaning of brave was “to defy or to challenge (Photo 1).” Shortly after making its entry into language, brave became a word that was often used in
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Living in Spanish by Marjorie Agosín seem to directly fit this quote because of their sense of losing their identity, culture and heritage when they first came to the United States. By learning the new “American” ways of life and becoming fluent in the English language both authors felt as if they were losing a sense of the person they were, because so much of their identity had been lost. In the story Aria, Rodriguez immediately notices the differences between English and his beloved Spanish language
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herself questioning her teacher’s unfair treatment of Spanish speakers at her school. Her essay continues by dissecting her problem of creating a self-identity through language in a suffocating Anglo-Saxon environment. Anzaldua’s main claim is that the strength of her Chicano roots over power any attempt to uproot her linguistic culture. Anzaldua’s self-identity is shaped through language by her writing style, evidence of robbed freedom and strong culture. In order to properly analyze Anzaldua’s text
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