Analysis Of Hunger Of Memory: The Education Of Richard Rodriguez

“¿Qué estas diciendo?” To a native English speaker, this sounds like gibberish. The Spanish phrase which translates into “What are you saying?” has no meaning for non-Spanish speakers. Similarly, the English language sounds like a harmony of “th” and lazy linguistics to immigrants of foreign countries. Richard Rodriguez writes Hunger of Memory: The Education of Richard Rodriguez about his life as a Mexican-American immigrant and how being an immigrant impacted him when he was growing up. Immigrating to a new place, a whole new country, comes with both advantages and disadvantages. Although in the long-run the gains outweigh the losses, the struggles and hardships of assimilating into U.S. culture as well as being instructed in a foreign language …show more content…
Fitting in is a big part of our society in the U.S. “In hotel lobbies or airports, in Turkey or Brazil, some Americans will pass, and suddenly I will hear it again - the high sound of American voices. For a few seconds I will hear it with pleasure, for it is now the sound of my society - a reminder of home” (14). Familiarized and well-acquainted with the English language, Richard felt connected. As a boy, the external alien sounds made him feel like the Americans were outsiders. Thus, instilling and encouraging the nickname “los gringos” to live on. “When I was a boy, things were different. The accent of los gringos was never pleasing nor was it hard to hear. Crowds at Safeway or at bus stops would be noisy with sound. And I would be forced to edge away from the chirping chatter above me” …show more content…
and are expected to learn in an English-only classroom. There has been controversy over whether or not bilingual education hinders students in their education. Like all journeys, this one undoubtedly has its ups and downs. Bilingual education encourages students to learn material that they are not familiar with in ways an English-only classroom cannot. Considering that students are unaccustomed to the English language, bilingual classrooms can make them feel more safe. “Without question, it would have pleased me to hear my teachers address me in Spanish when I entered the classroom. I would have felt much less afraid. I would have trusted them and responded with ease” (19). On the other hand, English-only classrooms consist of conveniences that bilingual education does not offer. For example, when placed in a setting where English is the sole language spoken, students are given no choice but to learn the language faster than they would if they were to be taught in their native