Native to a small city in China called Huangshi, Tony moved across the world to Maryland when he was 5. A small (2.5 million inhabitants) humid municipality and a unique childhood introduced him to a certain variety in life.
Although, born in China, Tony’s parents were native to a small village in the Philippines. Since their professions required them to move to China, they spoke Filipino at home. Both of his parents spoke only limited Chinese, but were apprehensive that their limited mastery of the language would teach their son the language incorrectly. Instead of speaking Chinese at home, Tony grew up speaking Filipino and learned Chinese through school. A dual-language upbringing offered him experience of learning a new language while …show more content…
Tony was enrolled in a normal English-speaking elementary school called Stone Mill. He recognized no English when he entered the classroom on the first day of 1st grade. Speaking zero English, he understood nothing other than if he was quiet that his teacher would not call on him. He states it was like being on a different planet; he only understood limited associations with certain sounds. Apparently, their “letters” in an arbitrary order made words that made no sense to him. The class started doing worksheets and Tony’s ploy was quickly discovered when he could not do any of the worksheets. He was hurriedly placed in the ESL (English as a Second Language) …show more content…
Not understanding he smiled and laughed with those who were laughing at him. He remembers this memory more than any other English learning experience, “I had no idea they were making fun of me, I just continued to play and scream with the rest of the kids.” Unspoken rules did not make sense to Tony. He only learned that they were making fun of him when later in class, he complimented a friend by telling them they were
Although, born in China, Tony’s parents were native to a small village in the Philippines. Since their professions required them to move to China, they spoke Filipino at home. Both of his parents spoke only limited Chinese, but were apprehensive that their limited mastery of the language would teach their son the language incorrectly. Instead of speaking Chinese at home, Tony grew up speaking Filipino and learned Chinese through school. A dual-language upbringing offered him experience of learning a new language while …show more content…
Tony was enrolled in a normal English-speaking elementary school called Stone Mill. He recognized no English when he entered the classroom on the first day of 1st grade. Speaking zero English, he understood nothing other than if he was quiet that his teacher would not call on him. He states it was like being on a different planet; he only understood limited associations with certain sounds. Apparently, their “letters” in an arbitrary order made words that made no sense to him. The class started doing worksheets and Tony’s ploy was quickly discovered when he could not do any of the worksheets. He was hurriedly placed in the ESL (English as a Second Language) …show more content…
Not understanding he smiled and laughed with those who were laughing at him. He remembers this memory more than any other English learning experience, “I had no idea they were making fun of me, I just continued to play and scream with the rest of the kids.” Unspoken rules did not make sense to Tony. He only learned that they were making fun of him when later in class, he complimented a friend by telling them they were