Richard Rodriguez and Bilingual Education - Essay Example

ID 12/12/2005 Rodriquez: The Brilliance of Being Wrong "I have become notorious among certain leaders of America's Ethnic Left. I am considered a dupe, an ass, the fool, a Tom Brown, the brown Uncle Tom, interpreting the writing on the wall to a bunch of cigar-smoking pharaohs." (Rodriquez 4) The genius of Ricard (Richard) Rodriquez as a writer and a poet is overshadowed by the fury he evokes among America's Ethnic Left. However, his brilliance, does not equate to his being right about the lack of need for a bilingual education. Even though his argument against bilingual education is based on personal opinion, rather than scientific fact, Rodriquez is neither a fool nor dupe. In his autobiography Hunger of Memory, Rodriquez unintentionally portrays himself as an exception to his own beliefs. (Rodriquez 12) This book tracks this Mexican American from the time that he was a "schoolchild until he became a literary scholar and nationally acclaimed memoirist. His memoir also describes his gradual alienation from his cultural roots as his assimilation into mainstream culture deprives him of his native tongue and his connection to his past. The book achieves popularity at a time when multiculturalism is becoming a force in American education." (Burt 2004) In order to make sense of the factors that make up Rodriquez's life, he chooses his love for languages to explain how his persona is formed. Rodriquez surmises that it is better to have used English in school rather than to have had a bilingual education. As he struggles to prove this, he represents himself with a paradox of emotions, thoughts, and beliefs. It is his opinion that it was the different uses of languages and his reaction to them that sets him apart. According to Rodriquez, "It is not possible for any child ever to use his family's language in school. " He thinks that "not to understand this, is to misunderstand the public uses of schooling and to trivialize the nature of intimate life and a family's language." (Aria 13) In his writings Rodriquez appears to be unawares of geographical areas in America in which, generation after generation, families have lived without the influx of immigrants. Their languages were the same whether spoken in their homes or neighborhood schools. In his failure to study these anomalies, Rodriquez does a disservice to himself. When he started school, Rodriquez could only speak "fifty stray English words." (Rodriquez 1) Unlike his brother and sister who attended a Roman Catholic school, Rodriquez went to an all white school with children whose parents were professionals. In his mind, this must have presented a sharp contrast to his own parents who were poor and spoke little English. During this time, he also observed that his brother and sister enjoyed a relationship of togetherness, one that left him feeling alone. His sense of alienation continued to grow as he listened to them " communicating among themselves in Spanish." (Rodriquez 1) Rodriquez has been criticized for cutting himself off from his roots. A better argument would be that the languages barriers that were forced upon him caused this gap. Had he been given a bilingual education this would have been different. Instead of living in language compartments at his home and school, his new English language would have blended into that of his native tongue. As his brother and sister did, Rodriquez would have used both languages interchangeably. If one reads Rodriquez's work closely, they sense his great affection for his family. The feelings of shame that he talks about are more general than personal. Nevertheless, it is easier to attack the character of Rodriquez than to discover the bonds that exists between him and his people in spite of their physical and psychological differences. While addressing the relationship between his brother and sister, it is evident that he has the feeling that he is an only child. Rather than to see how a bilingual education might have made a difference, he chooses to feel disenfranchised from his family. While describing the relationship of his brother and sister, he talks of them as if they are totally unawares of his existence. Rodriquez is estranged from them and his parents because of the differences in their languages. A feeling of separateness from his family is magnified by his need to blend in with his classmates and become a part of public life. A scholar of his work has to wonder why he did not take the opposite position and argue for bilingual education as a way of broadening his education and maintaining closeness in his family relationships. Rodriquez views his experiences through colors of black and white, more than the grays they really were. In doing so, he has paid a higher price for his American voice than was necessary. To a lesser or greater degree his plight is no different from that of any other person, while education expands us, in so doing, it is inevitably that there will be those that are left behind. Education calls us to empathize with others, in particular, those that have not had our opportunities and advantages. However, one of the purposes of education is to instill, not only knowledge, but also a desire for wisdom. If parents do their jobs well, it is reasonable to expect their children will achieve more than they will. It does not mean that because of this children will naturally feel alienated from their parents. The lack of support for Rodriquez's argument against bilingual education does not lessen the essay's importance as a great piece of literature. Rodriquez is an example to his people and to others as a creative genius, who uses his innate talents, experiences, and education to rise above his beginnings. Rodriquez's gain is his loss as he achieves this dream. With success comes silence from his parents. In the end of the autobiography, this is what matters to him; he says this to himself in his autobiography as he writes the following words: "Aztec ruins hold no special interest for me. I do not search Mexican graveyards for ties to unnamable ancestors. I assume I retain certain features or gestures and mood derived from buried lives. I also speak Spanish today. And read Garcia Lorca and Garcia Marquez at my leisure. But what consolation can that fact bring against the knowledge that my mother and father have never heard of Garcia Lorca or Garcia Marquez What preoccupies me is immediate: the separation I endure with my parents in loss. This is what matters to me: the story of the scholarship boy who returns home one summer from college to discover bewildering silence, facing his parents. This is my story. An American story." (Rodriquez 5) Rodriquez's story is that of a language of love, one that sets up an unnecessary dichotomy. Rodriquez not only loves his family but he also loves his country, America. In his mind, he does not understand how he could love them both, without cutting himself off from either. This dilemma begs the asking of this question: Would Rodriquez's life been different had he had the advantages of a bilingual education However in order to examine the success or failure of bilingual education another question must be asked: What has been the historical purpose behind bilingual education Many answers emerge. Examining possible explanations, we find the following: 1) Bilingual education in order to alleviate poverty. 2) Bilingual education to guarantee equal educational opportunities. 3) Bilingual education to foster a multicultural society. These are the key reasons for bilingual education according to James Crawford, author of "The Paradox of Bilingual Education." The confusion arises because there is no public consensus for which of these reasons bilingual education is justified. (Crawford) How bilingual education is formally and legally defined Bilingual education is defined as "The sanctioned use of more than one language in U.S. education. The Bilingual Education Act (1968), combined with a Supreme Court decision (1974) mandating help for students with limited English proficiency, requires instruction in the native languages of students. The National Association for Bilingual Education (founded 1975) is the main U.S. professional and advocacy organization for bilingual education." (Crawford) Crawford also contends that successfully implementing fluent bilingual programs and cultivating excellence in academic endeavors are not mutually exclusive. Clearly, it is also extremely important that the students' native language not be compromised. It is self evident that bringing the students to a comfort level in the language of the majority society need not diminish the students' love for and fluency in their own language. Are there multiple implementations of bilingual education Yes. Transitional bilingual programs teach a child in their native language until such time that the student enters English classes exclusively. Bilingual-bicultural simultaneously instruct in the English language while continuing maintenance in the native language. This fosters dual fluency. (Imber - Geel 291) Dual-language programs also offer certain attractions. Often referred to as dual-language immersion programs, native speakers of both languages are integrated into the same classrooms for teaching purposes. "This means that students have opportunities to interact with native speakers of each of the languages. The expectation is that in these situations children will learn the second language not only from the teacher nor predominantly through formal lessons, but also in the natural course of interaction with their peers." (Farr 139) The challenges to the U. S. public school institutions are formidable including training and retraining of teachers, curriculum development and redirecting resources. Parents must become involved as well as evidence of the commitment of the community. Moreover, how is the community at large a factor in bilingual education Consider the controversy in the media today that depicts concerns regarding bilingualism in the context of public documentation. How many states have enacted English as the language of government - over 19 at last count. There is a heated debate within the United States about the optimum method for enabling immigrant students to reach their educational potential, especially when their mother tongue is other than English. Academic excellence is the desired result but educators disagree on the optimum methods. Bilingual education enthusiasts contend that the study of science, math, and the humanities can be best taught to non-native English speakers in their native tongue. By using this method, many educators contend that the subjects can more readily be absorbed. Educational experts point to scientific research showing that gaining expertise in one's native language should precede expectations of expertise in a second language. In addition, what is the size of the task "With the number of bilingual students nearly doubling in a decade to 3.2 million nationwide, legislators can expect bilingual education to remain an issue. In order to obtain a good picture of state policy needs, legislators should consider enrollment trends of non-English speaking students, available research and assessment data on student performance, and the quality of teachers in bilingual programs." (Hirsch - Lays) There is ample scientific research showing that bilingual education is the most advantageous way for students to learn new subjects. The United Nations Educational, Scientific, and cultural Organization (UNESCO) proved that when educated in their native language students learned much more successfully than when educated in a second language. Efforts to educate students on core competencies in a language other than their native language, i.e. in a second language, invariably lead to learning difficulties in school. World wide experts are quoted in this monumental study stating unequivocally that learning in the native tongue is the best initial medium of instruction because it is the medium "which a child absorbs the cultural environment . . . And facilitates literacy development and learning of different subjects, and it promotes understanding between the home and the school." (Brisk 160) Where are the exceptions to this practice The logical areas for making an exception to this concept would be in technical areas or disciplines in which there is a unique vocabulary. What other factors could limit a schools ability to implement bilingual education As with many other problems in the public schools, shortages of teachers who have an expertise in multiple languages cause schools to fail to achieve success with bilingual education. Factors that could make the implementation of effective bilingual education difficult could also include multiple language requirements in one school. If three, students of a given school, particularly in a low-income school district, speak four, or even five languages, there would be incredible pressure on the school system to make accommodations for all languages. Arguably the issues raised by opponents of bilingual education can be refuted because of their tendency to focus on the wrong issues such as the specific methods to use, fears about the healthy use of the English language, and the lack of understanding that most all industrialized countries assume that students that come from their schools will be multilingual leaving the United States students woefully lacking when compared with their contemporaries. A case could be made for the idea that establishment of bilingual and multicultural educational programs could have the added benefit of fostering equal opportunity while helping to eliminate discrimination and racism by fostering increased understanding between the children of various cultures. All evidence suggests that students do not lag in other subjects while studying English. "When they are fluent in English, they can then "transition" to English instruction in academic subjects at the grade level of their peers. Further . . . teaching immigrants in their native language values their family and community culture and reinforces their sense of self-worth, thus making their academic success more likely." (Rothstein) The current U. S. educational system has many challenges that directly relate to language, especially in light of the increase in the number of students whose native tongue is not English and especially since there are so many diverse languages being spoken by students of school age in the public school systems. "For example, according to a 1996 report (Macas & Kelly, 1996), there were 3,184,696 students classified as having limited proficiency in English, almost a 5 percent increase in just one year. The same report indicated that students of limited English proficiency represent 7.3 percent of all public school students, and that far fewer than 50 percent of these students were enrolled in federal or state programs in bilingual education." (Rothstein) What does this mean for the public school teachers of today It is almost imperative for them to be trained to adapt to students who have languages other than English if they hope to be effective in the current environment. Why cannot we expect all teachers, regardless of their discipline, to be trained to accommodate minority language students At the very least traditional curriculum, teachers should be encouraged to work with bilingual teachers to coordinate the lesson plans for non-English speaking students. How could these cooperative arrangements work Obviously having all teachers become conversant with other languages would be the logical starting point. However, more can be done. If teachers became educated about the immigration history of the United States, they could help not only the non-English speaking students understand the important role that immigrants have played throughout the history of the U.S. in contributing to the success of the U. S., and additionally these conversations could foster a positive environment in which to discuss multiculturalism and pluralism. An additional key component for encouraging bilingual education is the teacher's ability to relate to the parents of the non-English speaking parents. If all teachers were required to gain proficiency in another language they would not only have the advantage of the knowledge of the language, they would also learn to be sympathetic to not only the students who must learn English as a second language; they would also be much more sympathetic to the parents as well. An additional concern, not identical to, but related to the non-English speaking student is the number of nonstandard English speakers. These can be ethnic minorities, perhaps black or Hispanic, but also significant numbers of while students from lower socioeconomic families. These only add complications to the concept of multiculturalism or bilingualism. (Williams 176) As a point of interest in supporting bilingual education, the educator must not loose sight of not restricting the students to their own vernacular. "This linguistic constriction inevitably leads to a linguistic ghetto. Educators must understand fully the broader meaning of the use of students' language as a requisite for their empowerment. That is, empowerment should never be limited to what Stanley Aronowitz describes as "the process of appreciating and loving oneself" (1985).' (Purpel - Shapiro 264) Mastering the English language, through bilingual education, will empower non-English speaking students to master the dominate culture by providing them with confidence in assimilating into their community and the wider society. The autobiography of Richard Rodriquez is about his schooling. It is also a saga about his search for an identity. Clearly, the thread of this theme runs through all of his essays, a thread that may not be completely unraveled in his lifetime. On the other hand, perhaps it will. In years to come, Rodriquez may find himself full circle, more connected to his roots. Education changes people, and as the education of Rodriquez continues, his eyes may see, not only the blacks and whites of his life but the grays as well. In those grays, he may find that there are dozens of other colors, hints of the objects that surround the shadows of life, those that tend to lead us home. Rodriquez may still discover that it is not necessary to divorce ourselves from our native language, our parents, or our past in order to be Americans, in order to have a public identity, and in order to be successful. In his more mature years, he may become a different kind of poet. References: Hunger of Memory, Richard Rodriquez, an autobiography The Chronology of American Literature, edited by David S. Burt, Published by Houghton Mifflin Company 2004 Aria, Hunger of Memory, essay, Richard Rodriquez Language Politics in the U.S.A.: The Paradox of Bilingual Education. Contributors: James Crawford - author. Journal Title: Social Justice. Volume: 25. Issue: 3. Publication Year: 1998. Page Number: 50+. COPYRIGHT 1998 Crime and Social Justice Associates; COPYRIGHT 2002 Gale Group Education Law. Contributors: Michael Imber - author, Tyll Van Geel - author. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 2004, Page 291. Latino Language and Literacy in Ethno linguistic Chicago. Contributors: Marcia Farr - editor. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 2004, Page 139. Bilingual Education: Si O No Contributors: Eric Hirsch - author, Julie Lays - author. Magazine Title: State Legislatures. Volume: 24. Issue: 10. Publication Date: December 1998. Page Number: 24+. COPYRIGHT 1998 National Conference of State Legislatures; COPYRIGHT 2002 Gale Group Bilingual Education: From Compensatory to Quality Schooling. Contributors: Maria Estela Brisk - author. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication, Page 160. Bilingual Education: The Controversy. Contributors: Richard Rothstein - author. Journal Title: Phi Delta Kappa. Volume: 79. Issue: 9. Publication Year: 1998. Page Number: 672+. COPYRIGHT 1998 Phi Delta Kappa, Inc.; COPYRIGHT 2002 Gale Group. Preparing to Teach Writing: Research, Theory, and Practice. Contributors: James D. Williams - author. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 1998. Page Number: 176. Critical Social Issues in American Education: Transformation in a Postmodern World. Contributors: David E. Purpel - editor, H. Svi Shapiro - editor. Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 1998. 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