❖What themes does the text explore?
The text explores a variety of themes (chicano spanish, alienation, linguistic terrorism, growing up in a dual society, sexism) all of which are related to cultural identity.
❖Who are the characters?
The characters include the women talking about her past (first-person narrative) and her family. The people she's met and mentioned throughout her story could also be considered as characters.
❖What is the conflict?
Academic culture VS Native culture. The endless struggle of not having the right to define your own identity. Her and thousands of others linguistic fight towards a dual culture society.The primary need to belong to a native, specific kind of people has been robbed from right under them, and they are left feeling like less of a human being. "In childhood we are told that our language is wrong. Repeated attacks on our native tongue diminish our sense of self."
❖What is the setting?
The author explains her experiences of growing up in a dual cultural society during the second half of the 20th century. The setting mostly takes place at the Mexican-American border/San Francisco, excluding the times where she flashes back to a certain memory. For example, during one of the first scenes she states that her knuckles would be beaten with sharp ruler if she was caught speaking Spanish during recess in an American school.
❖What passages or lines stand out to you?
I'm glad you asked! This text is filled with powerful lines and passages that simply can't go unnoticed:
"We are robbed of our female being by the masculine plural. Language is a male discourse."
"We are your linguistic nightmare [...] Because we speak with tongues of fire, we are culturally crucified."
"Because we internalize how are language has been used against us by the dominant culture, we use our language differences against each other."
"Ethnic identity is twin skin to linguistic identity- I am my language. Until I can take pride in my language, I cannot take pride in myself. Until I can accept as legitimate Chicano Texas Spanish, Tex-Mex and all the other languages I speak, I cannot accept the legitimacy of myself [...] my tongue will be illegitimate."
"When I saw poetry written in Tex-Mex for the first time, a feeling of pure joy flashed through me. I felt like we really existed as a people."
"At the risk of loosing my job, I swore my students to secrecy and slipped in Chicano short stories, poems, and a play."
"It was the Mexican movies I saw at the drive in- the Thursday Night Special of $1.00 a carload- that gave me a sense of belonging."
How it is said
❖What is the structure of the text?
The structure seems to follow the women's past experience and upbringing as a little girl (With the occasional explanation on Chicano language history and personal opinions/notes from the author) up until her years as a high school teacher.
❖Who is the storyteller (narrator)?
The women/the author, first-person narrative.
❖What do you notice about the language/word choices?
Aside from the untranslated spanish, you could definitely tell that the author isn't originally English. Although her writing is perfectible understandable, a few minor errors here and there make it obvious, for example: "Ethnic identity is twin skin to linguistic identity."
❖What literary devices does the author use? How do they enhance the message?
Through critical proverbs and flashbacks. At one point, right after talking about the two mandatory speech classes all Chicano students were required to take in order to get rid of their accents, the author reminds us "Attacks on one's form of expression with the intent to censor are a violation of the First Amendment." A powerful, judiciary reminder, this not only enhanced the message, it also emphasized the violation of human rights that is constantly taking place throughout the text.
Context of Authorship
❖What do you know about the time and place in which the text was written?
Relating to the story: Immigration raised ever since the torn of Mexico during a high-casualty civil war in the 20th century. The low-class view towards Mexicans only enhanced itself, as they remained concentrated in low-wage jobs. This can relate to the text by suggestion that this poor image of mexicans influenced the ruthless attitude and low-tolerance towards their culture.
❖What do you know about the author?
Before googling her? Not much. Just that she came from both American and Spanish culture and that she grew up on the Mexican-Texas border.
As the author mentioned, she attended American school, although her family was originally Spanish. Balancing between her academic and personal life, both English and Spanish cultures are reflected. They impacted the author by giving her a first hand look into the linguistic terrorism currently taking place across the Untied States.
Context of Readership
❖Have you had any experiences that connect to this story?
Fortunately no, I have not. From an early age I've been encouraged to not only express my cultural identity, but continuously expand it as well.
❖Is this text relevant to you? Why or why not? Do you feel that you are the intended audience?
Yes and no. Although I feel like Chicano speaking people were very much targeted, I believe that everyone else was too, as a means to make us more aware of these cultural violations and various languages that should be considered legitimate. This text isn't exactly relevant to me because I've never had any experiences that could connect me to this story, I've never been in a situation where I've had to fight for my cultural identity.
❖What about your identity/culture help you understand this text OR prevent you from understanding it?
Once again, my identity/culture have prevented me from personally connecting with the story when regarding the "cultural robbery" that has/is taking place.
Good job, Roxane!
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