Khadejah Davidson
Mrs. Scudier
Literacy Narrative #1
9.19.16
Me in the Shoes of "Mother Tongue"
Education is the process of learning and is a growth development. Learning how to do…, why we do..., and when to do…, is all a part of a learning process. The more obtained the more growth. Learning is a construction site of the mind. The pre-acquired knowledge further develops with more added knowledge. The added on knowledge changes your thought process, making it more developed and amplified. School is the start of the manifold journey of education. However, knowledge of a minor’s development is often theorized as to where it may have initiated; starting in the home is often an overlooked factor of origin. Mother Tongue believes that “the language …show more content…
All of which are based on what is comprehended can be from a surrounding and those interacting in the environment. Creating an instilled foundation. Mother Tongue apprised that “it has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with”(634). The social diversity spoken and understood at home went on for so long, and unacknowledged by Mother Tongue. A more informal intimate situation; topic, people, environment, it’s what she knew, and has been uprooted with her whole life. As a child I learned from observance of my surroundings. My grandmother always tried to instill in me to be aware of my surroundings, yet I didn’t realize how I acted and behaved differentiated from how I would in school, in church, or at my parents’ houses, and around my friends. Even the way i would converse would …show more content…
I just wanted to be a success in my academic literacies. Mother Tongue provides a vision of a relatable time when she states “while my English skills were never judged as poor, compared to math, English could not be considered my strong suit. In grade school I did moderately well, getting perhaps B’s, sometimes B-pluses, in English and spring perhaps in the sixtieth or seventieth percentile on achievement tests. But those scores were not good enough to override the opinion that my true abilities lay in math and science, because in those areas I achieved A’s and scored in the ninetieth percentile or higher” (636-637). In my youth, math and science were my best, English was just something I happened to do “okay” in. I wasn 't a scholar like Mother Tongue’s opening sentence “I Am Not A Scholar Of English Or Literature” (633). I Didn 't wish to be the best scholar, however, I did desire to be equivalent to my classmates. I didn 't want to always feel left behind or lost, or as if i didn 't belong. I felt like I was behind my class and not meeting the standards of which I should be meeting for my age and grade level. “Why is it so easy for the other students?, Why am I struggling to meet to simply just achieve or go beyond?” I often pondered. Mother tongue continues on and makes another applicable explanandum of “teachers who are steering them away from writing and into math and science” (638). I can
Mrs. Scudier
Literacy Narrative #1
9.19.16
Me in the Shoes of "Mother Tongue"
Education is the process of learning and is a growth development. Learning how to do…, why we do..., and when to do…, is all a part of a learning process. The more obtained the more growth. Learning is a construction site of the mind. The pre-acquired knowledge further develops with more added knowledge. The added on knowledge changes your thought process, making it more developed and amplified. School is the start of the manifold journey of education. However, knowledge of a minor’s development is often theorized as to where it may have initiated; starting in the home is often an overlooked factor of origin. Mother Tongue believes that “the language …show more content…
All of which are based on what is comprehended can be from a surrounding and those interacting in the environment. Creating an instilled foundation. Mother Tongue apprised that “it has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with”(634). The social diversity spoken and understood at home went on for so long, and unacknowledged by Mother Tongue. A more informal intimate situation; topic, people, environment, it’s what she knew, and has been uprooted with her whole life. As a child I learned from observance of my surroundings. My grandmother always tried to instill in me to be aware of my surroundings, yet I didn’t realize how I acted and behaved differentiated from how I would in school, in church, or at my parents’ houses, and around my friends. Even the way i would converse would …show more content…
I just wanted to be a success in my academic literacies. Mother Tongue provides a vision of a relatable time when she states “while my English skills were never judged as poor, compared to math, English could not be considered my strong suit. In grade school I did moderately well, getting perhaps B’s, sometimes B-pluses, in English and spring perhaps in the sixtieth or seventieth percentile on achievement tests. But those scores were not good enough to override the opinion that my true abilities lay in math and science, because in those areas I achieved A’s and scored in the ninetieth percentile or higher” (636-637). In my youth, math and science were my best, English was just something I happened to do “okay” in. I wasn 't a scholar like Mother Tongue’s opening sentence “I Am Not A Scholar Of English Or Literature” (633). I Didn 't wish to be the best scholar, however, I did desire to be equivalent to my classmates. I didn 't want to always feel left behind or lost, or as if i didn 't belong. I felt like I was behind my class and not meeting the standards of which I should be meeting for my age and grade level. “Why is it so easy for the other students?, Why am I struggling to meet to simply just achieve or go beyond?” I often pondered. Mother tongue continues on and makes another applicable explanandum of “teachers who are steering them away from writing and into math and science” (638). I can