English 101

At the beginning of this writing course, my biggest concern was strengthening my writing abilities when writing any genre. Not only for small things like grammar or punctuation but also how to create a flow in my writing or integrate quotes from articles to highlight my stance/thesis. For that reason “Compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation,” was the learning objective that stuck with me the most. This had everything that I wanted to achieve, however, I feel like it would’ve impacted my free-writing if I solely focused on formal type-writing. I feel that learning this will help me feel encouraged to be confident in my writing and the stances I take during the choice of genre.

The most important format that helped me during these phases was writing different drafts to fully gather my thoughts for what I wanted to write about. This can tie into outcome 3 “Develop strategies for reading, drafting, collaborating, revising, and editing.” From my perspective, the pacing went well where we would brainstorm and then make a first draft. From the first draft, we made it longer and fully jotted down everything we wanted to including revisions. Which, also brings up how peer reviews also helped me. I feel like having small group reviews helped me be more comfortable showing my writing and expanding on which places I felt that I needed to work on. I would be able to explain a bit better because many people related to what I was trying to speak about in my writing. Peer reviews helped me organize and helped me understand how to incorporate certain things in my writing to strengthen it. These moments made me feel comfortable and welcomed to share my writing and feel inspired to open up more as a person when it came to my writing. The reason why I felt accomplished from being able to make use of my feedback is because of a comment my Professor made, which was “I also liked the revisions you made between the snapshot, the updated draft, and the final version.”

The reason why outcome 7 “Compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation,” was shown throughout my writing because I felt that I used the environment around me to help me structure my writing. For example, I used different mentor texts to help me understand how to start and end my assignments because I always have trouble with them. Using the mentor texts that I found, I could summarize my thoughts and even my quotes to support my stance or opinion for any assignment. Here’s one example from phase 3 “‘So, continuing with the crying, there’s more crying. I don’t remember this, but my mom told me that when my sisters and I came home from school on many, many days, we were very frustrated. We were angry. And we would cry to her and say we want to go back to Poland. We hate this Canada. I hate speaking English or I hate this language. (Alex)’ This reflects the emotional challenges Alex and his sisters faced during their first days in Canada. It emphasizes the frustration, anger, and desire to return to their home country due to the difficulties of learning and adapting to a new language, highlighting the emotional toll that language barrier can have on immigrant students.” In my view, I notice how I tie my explanation to the quote back to my main thesis of how speaking another language is detrimental for students mentally and physically. Analyzing the prompt was difficult for me at times because I couldn’t comprehend what my assignment was, which would then have me asking for help. I think to have a good analysis I have to figure out the prompts on my own, to also show that I know what I am speaking about. 

Outcome 7, was also shown during class when we were presented by Professor Erkinaz Shuminov. She made it a point to not shame us for how our writing was put or written. She made the classroom feel welcoming and light-hearted, which was very important to me. When we were presenting certain parts for phase 1, I was terrified about sharing my writing. I kept on comparing my writing to others during their shares and even degraded myself to the point where I didn’t want to share. However, when I went to share I felt relaxed when Professor Shuminov encouraged me to share and reminded me that it doesn’t have to be perfect. After the share, she subtly told me some things to do better in some areas and that helped me with my writing skills for phase 1. Another outcome that ties into my understanding of Outcome 7 was Outcome 5, which is “Understand and use print and digital technologies to address a range of audiences.” I feel that the peer reviews and presentations went into this and the feedback and critiques I received helped me improve as a writer.  

In conclusion, I used the environment around me to help build my confidence when writing in different genres to understand the flow and specific things like including quotes. The most valuable lesson I learned was to believe in myself that I can do the task given and not compare myself to others.

Negative Effects of Learning Secondary Languages

While learning another language can be acknowledged for its positive impacts on academic progress and cognitive skills, it is crucial to recognize the consequences that it has on a student’s mind as well. The impacts on social life can create feelings of frustration or isolation if communication barriers arise, especially if the learning environment isn’t welcoming to the one who is learning. Additionally, the time and effort needed to fully understand a language can put pressure on one’s mental health. It’s essential to consider these challenges alongside the benefits of learning a new language. 

Speaking another language can have an impact on a student’s mind and social life. In terms of cognition, it can enhance your ability to switch between different language structures. Although learning different languages is a major benefit, one disadvantage is the student’s social life. Socially the student can feel like an outcast and also have their self-confidence shattered for trying to fit in. Learning two languages can often come with difficulty in communicating with others who do not speak the same language and can lead to feelings of isolation, frustration, and avoiding social interactions. This can play a role in academic struggles, impacting self-confidence. The text “How Culture Affects English Language Learners (ELL’s) Outcomes, with Chinese and Middle Eastern Immigrant Students,” discusses how cultural values and experiences influence literacy among immigrant Chinese students. Chinese immigrant students may face difficulties as a result of a cultural gap with Canadian school practices, in which they prioritize classic literature while Canadian schools use picture books. Furthermore, differences in learning styles, teaching methods, and educational approaches between China and English-speaking countries pose difficulties for Chinese immigrant English Language Learners. These distinctions can have an impact on memory-based learning, teaching styles, and the role of standardized curriculum, posing additional challenges for these students. It emphasizes the importance of understanding and addressing these cultural and educational disparities in literacy development. “Li indicates that immigrant Chinese student’s literacy and lifeways, embedded in heritage cultural values, are not congruent with the school culture with confirms that cultural discontinuity explains, in part, widespread minority failure (Ani Derderian-Aghajanian, Wang Cong Cong, pg 173).” This explains the difficulties in acquiring English literacy as a result of a cultural mismatch between the literacy practices of Chinese immigrant children, which are based on their common values, and the expectations of the school culture. The issue of minority school failure becomes more complex when cultural discontinuity is taken into account. Another text “My experience learning English as an immigrant child” explains the perspective of someone who has gone through this experience of learning a new language. The author related a first-hand account of their first day of school as an immigrant child in Canada. They remember crying in front of their classmates, being bewildered during an introduction activity, and not comprehending English. To keep them busy, the teacher offered them paintbrushes. The narrative highlights the emotional and linguistic obstacles that young immigrants may encounter when they first arrive in a new nation. The author also notes that it might be challenging for parents to see their children exhibit anger and a wish to go back home. The lesson is that, although it’s common for immigrant children to experience difficulties and vent their annoyance, they are resilient and can eventually adjust. This can be seen at such a young age this person’s entire confidence was ruined within seconds of living in this new place. “So, continuing with the crying, there’s more crying. I don’t remember this, but my mom told me that when my sisters and I came home from school on many, many days, we were very frustrated. We were angry. And we would cry to her and say we want to go back to Poland. We hate this Canada. I hate speaking English or I hate this language. (Alex)” This reflects the emotional challenges Alex and his sisters faced during their first days in Canada. It emphasizes the frustration, anger, and desire to return to their home country due to the difficulties of learning and adapting to a new language, highlighting the emotional toll that language barrier can have on immigrant students.

Both “English Proficiency of Immigrants” and “Immigrants Learn English: Immigrants’ Language Acquisition Rates by Country of Origin and Demographics since 1900,” shed light on the multifaceted aspects of language acquisition among immigrant students. The Public Policy Institution of California’s research likely provides insights into the current state of English proficiency among immigrants, exploring potential challenges and effectiveness of existing policies. Meanwhile, the historical perspective offered by “Immigrants Learn English: Immigrants’ Language Acquisition Rates by Country of Origin and Demographics since 1900,” can contribute valuable context by tracing language acquisition rates across different periods, countries of origin, and demographic factors. Together, these studies offer a comprehensive understanding of the complexities surrounding immigrant’s efforts to learn English and evolving dynamics of language acquisition over time. The text “English Proficiency of Immigrants,” summarizes how in California, a significant portion of immigrants speak English well, with 6% speaking only English and 47% reporting proficiency. However, language-related is prevalent, as 29% live in households where no one older than 13 speaks English well. Successive immigrant generations exhibit increased English fluency, with the third generation reporting English proficiency. English skills improve over time in the U.S., even among Spanish speakers. Educational attainment correlates with English proficiency, with 71% of college-educated immigrants teaching English to immigrant children. The importance of teaching English to immigrant students is recognized, but public perception of immigrant language learning values, with Californians showing a willingness to support language learners in education. “Thirteen percent of Californian immigrant children ages from 5 to 18 do not speak English well or at all (Hill, paragraph 3).” This highlights the challenge students face in learning another language, emphasizing the linguistic difficulties encountered by a notable percentage of immigrant children in California. This challenge can affect their educational experience and overall integration into the English-speaking environment. The text “Immigrants Learn English: Immigrants’ Language Acquisition Rates by Country of Origin and Demographics since 1900,” explores the language acquisition patterns of immigrants over time, detailing how various factors such as country of origin can influence their proficiency in English. The content may provide a historical perspective on language learning trends among immigrants since 1900, showing the dynamic relationship between immigration, cultural diversity, and linguistic assimilation. “The area of immigrant origin might also impact their rate of English language acquisition. (Landgrave, paragraph 4)” This quote introduces the idea that depending on the area an immigrant child is from, it can affect their ability to learn English. The mention of language differences and the impact of area pimples that certain factors related to the immigrant’s background may pose as challenging in learning a new language.

The academic English language ability of immigrant students has different viewpoints regarding the variables affecting language learning. “Explaining English Language Proficiency Among Adolescent Immigrant Students,” explains a study sample of 274 adolescent first-generation immigrants from various countries. Specifically China, Dominican Republic, Haiti, Central America, and Mexico. The research identifies the different factors that come into play when a student is learning another language, especially English. This includes the student’s characteristics and the school environment the school provides for said student. The findings highlight the role of schools and peer interventions in shaping language learning more friendly for students. “The amount of time that students spend speaking English in informal social citations is predictive of English language proficiency (Carhill, lines 8-9).” This highlighted how social interaction and informal communication are very important to one’s development when learning another language. Depending on the environment a student is in when they are learning a new language, it’s important to see if the environment is welcoming, if not the student can then feel isolated. Especially, when everyday interactions with peers, teachers, or anyone outside their homes contribute to the language they are learning. If the community isn’t welcoming and picks on little mistakes such as accent or pronunciation, it would discourage the student from trying again to speak in that language. This decrease in self-confidence can hold back the student from trying again and even make them give up learning the language. I noticed many students who were learning a different language, especially in my class all had trouble fitting in their community. Either they were too ‘American’ for their community or too ‘cultural’ for American communities such as school or friend groups. The text “A Longitudinal Investigation of Discrimination and Mental Health in Chinese International Students: The Role of Social Connectedness,” explains the impact of race and language-based discrimination on anxiety and depression symptoms among 210 Chinese international students in the U.S. This study can be understood that discrimination is experienced during the first academic term predicts negative mental health symptoms. This study emphasizes the importance of reducing discrimination and fostering social connections to prevent negative mental health outcomes among Chinese international students. “Chinese international students are likely experiencing language-based discrimination, defined as one’s experience of ‘being discriminated against because English is one’s second language or one speaks English with an accent. (Fong, paragraph 5)”’ This brings attention to the specific challenges of language-based discrimination faced by Chinese international students, which may include instances such as being ignored, rejected, or having opinions disregarded due to their accent or English proficiency. 

In conclusion, although learning languages enhanced language structures switching are evident, challenges arise in student’s social lives and mental health. Language acquisition can lead to frustration, isolation, and shattered self-confidence, particularly when faced with an unwelcoming environment. The complexities surrounding language acquisition among immigrant students require a comprehensive understanding of the cultural, social, and educational factors at play. By recognizing and addressing these challenges, educators can contribute to creating a more positive and effective language learning experience for immigrant students. 

References

• Derderian, Ani. “How Culture Affects on English Language Learners’ (ELL’s) Outcomes, with Chinese and Middle Eastern Immigrant Students.” ResearchGate, Apr. 2012
• “My Experience Learning English as an Immigrant Child · EngVid.” Www.engvid.com, www.engvid.com/my-experience-learning-english-as-an-immigrant-child/. Accessed 20 Nov. 2023.
• Hill, Laura. “English Proficiency of Immigrants – Public Policy Institute of California.” Public Policy Institute of California, 2018, www.ppic.org/publication/english-proficiency-of-immigrants/.
• Landgrave, Michelangelo. “Immigrants Learn English: Immigrants’ Language Acquisition Rates by Country of Origin and Demographics since 1900.” Cato Institute, 17 Sept. 2019, www.cato.org/publications/immigration-research-policy-brief/immigrants-learn-english-immigrants-language.
• Carhill, Avary, et al. “Explaining English Language Proficiency among Adolescent Immigrant Students.” American Educational Research Journal, vol. 45, no. 4, Dec. 2019, pp. 1155–1179, https://doi.org/10.3102/0002831208321443.
• Sun, Xiaoning, et al. “A Longitudinal Investigation of Discrimination and Mental Health in Chinese International Students: The Role of Social Connectedness.” Journal of Cross-Cultural Psychology, vol. 52, no. 1, 8 Dec. 2020, pp. 61–77, https://doi.org/10.1177/0022022120979625.

Rishika Datta

English

“To never let something or someone get in your way from doing something.”- James wrote a narrative about how it was hard for him to speak English from a young age. It wasn’t that he had another language to speak or anything, he was just genuinely struggling to speak. I admire his confidence as a writer for sharing a personal moment and explaining how it affects him to encourage others not to give up. He did this by describing what he did to be confident in himself when all he did was feel embarrassed and showed the support system (his mom) he had for this difficult journey. He explained some life-changing events, for example, his parents divorcing and being put into speech therapy. “ My speech therapy impacted me in a way that I can interact with others and be able to speak fluently with other people.” Being in speech therapy helped improve not only his language learning skills but also his social skills. The intended audience can be students, who struggle to speak in English. James discusses his struggles with speaking and having to go through speech therapy, this can be seen that one shouldn’t be ashamed of going through these processes to help learn English. The language use and style of the narrative fit the purpose of the literacy narrative because it feels as if James is talking to the audience directly. One question that I asked James was “If you could say one thing to your readers what would it be?” and he responded with  If I could say one thing to my readers, it would be to always believe in what you are capable of doing because I never had hope at a young age to trust myself.” James expressed this in his writing because he wanted to connect with his audience.  From my experience people, especially students tend to get discouraged during their time and won’t share their struggles with anyone close to them because they feel that they are bothering them. However, they do like advice from strangers because it feels more natural to be open with them because they won’t even know you, so you don’t have much to be embarrassed about. Sometimes it can just be that they don’t want to share because they feel that no one would ever understand them, James can help students understand that they are not alone when it comes to learning English and in fact not to be ashamed of going to speech therapy.

Dear Readers, 

   Growing up I was always insecure when it came to the English language whether it be something large like writing an essay or something as small as participating in a lesson.This insecurity came from a young age because I was never a strong writer, especially when growing up I had to learn the English language by myself because at home I would mostly talk in my mother tongue. I am a Bangladeshi American, in my mother tongue would be Bengali. Balancing both English and Bengali was a struggle for me at first because sometimes I would ‘mess up’ and speak English at home and Bengali in school. This caused a lot of students to call me weird and my parents to yell at me because speaking in English to my parents seemed like I was disrespecting them. They would say things like “Āmi ki tōmāra bandhudēra ēkajana?” or “Āmāra sāthē ēmana kathā balāra tumi kē?” Soon after a while, with practice, I finally got the hang of it and I started receiving awards in classes and even was able to translate for my family if they needed help speaking English. I understood at a young age that my parents struggled a lot coming to an unknown land, not knowing the language, and had to self-teach themselves a lot of things to survive. They always made me remember that we came here for better opportunities and that I should never just give up when an obstacle stands in my way. I can tell this struggle still affects my parents, even now because even though it’s been 20 years and they do know English enough to get around, they still would prefer me to talk and translate for them. Even though I had many good experiences when it came to learning English, I still had my fair share of downs. This one particular time in high school left an impact on me because it made me feel like I wasn’t good enough to be sharing my writing. In my high school, we had a four-year writing program where students in the class would present their work and they would get participation points for it. In this share, the writing would include the intended purpose, audience, and genre, and based on that the feedback would come from the audience to see if it fits the sharer’s criteria. From this feedback, the writer would include it in their writing and then hand it in as a final piece. This wasn’t a problem when I was sharing what writing I wanted to share because it was feedback that I would specifically want to help me strengthen my writing piece. However, the teacher I had at the time went through my portfolio without my permission and she decided to use one of my writing pieces for a lesson that she was planning for her other class to give an example for students who were struggling with ideas on what to write. Usually, I wouldn’t have a problem with this, but it’s the fact that she didn’t inform me about it and the narrative was personal to me. I remember that morning a mutual friend of mine sent me a text saying that they liked my story. I believed that it was the story that I wanted to share, so I said thank you and mentally patted myself on my back. Soon as the conversation continued the more I realized it was a very snarky comment. They didn’t like my writing at all, they were making fun of it. The text was about a personal event in my life where I dealt with racism to the point where I got pushed off a train. The people in the cart thought that I was Muslim and they decided it was a great time to push me off the train when I was nowhere near them and just wanted to go home. As the day went by I started to realize that the piece I wanted to keep private was shared because of my insecurities when writing it and everyone, even my closest friends, was talking about it horrifyingly. I just had to sit and listen to them dissect it sentence by sentence as to why I should be writing better and there was no way this could’ve been true because of how poorly it was written.  Everyone kept having a judgemental face saying ‘Do you write like this.’ In each class I was in I felt eyes and laughter around me saying no way that story was true or how my writing language was much lower than it should be as a high schooler. I believe that my closest friends were trying to joke it off by saying ‘Don’t write like that ever again,’ or ‘Do better bro,’ but those comments didn’t help at all. When I complained to the teacher about it, all she said was that she liked the story and felt that students would learn from it, but I felt that the only thing students learned was how weak I was in writing and how I needed to do better. This was the moment when all of my past achievements in the past when it came to English disappeared. I talked to other teachers about it and although all of them had such nice things to say about it, I just couldn’t take in the compliments at all. My self-confidence shattered and I rarely shared my writing after that. The fact that also bothered me the most was that it was a very personal event that happened to me and no one even cared to ask if I was okay or that I am so sorry that happened to you. Everyone was just so stuck up on how the writing was awful. From then on I tried my hardest to strengthen my writing in every possible way and still am trying to. I never want to feel the feelings I went through during that period and want to show the people that were judging me that I am enough to be able to share my writing. Although I still am a little bit insecure about it because of this event and many others I still try to be as confident as I can be. I try to pick up the shattered pieces and tell myself that I can do better and be better. This will always be one moment I will always remember because I don’t ever want anyone to talk me down like that again about my writing, this was my motivation. 

Best Regards, 

Rishika Datta

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