In my essay, I apply the lens of linguist Suresh Canagarajah's Translingual Practice, into my reading of “Should Writers Use They Own English”, an essay written by Vershawn Ashanti Young in order to argue that by shifting the focus of their classes onto writing techniques, teachers can be more effective teachers. I argue that by putting less of an emphasis on the dialects spoken in class, teachers can help raise students self esteem and classroom participation and lower prejudice. I also suggest that exposing younger students to codemeshed works and allowing them to write some of their own, they will help young students found out more about themselves and their identities. By teaching students how to write code-meshed essays, I believe they will perceive both writing and reading essays to be less of a chore for students and keep them more engaged in their own writings and therefore in the classroom. Furthermore, I discus how there is an economical side to how teaching students to understand multiple dialects can benefit businessmen in the future who could end up working overseas. Ultimately, I suggest that exposing students to multiple dialects can help raise a new and different generation of writer.
In my analysis, I use my own experiences in regards to learning my heritage languages in order to argue that there need to be a better way to teach heritage languages if immigrants want to preserve their culture for the generations to come. I use Daniel Villa’s ideas of learning the heritage languages from “No Nos Dejaremos: Writing in Spanish as an Act of Resistance”, to address a gap in Suhanthie Motha's ideas about how best to address some of the issues that come from these bilingual students, as seen as Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-racist Practice. As a result of teaching students their heritage languages, they will be proud of their heritage and identify with both their newly acquired American identities as well as their ancestral roots.I also talk about how if children were taught their language at school, they would have the ability to relate to words that do not have a translation or ones that lose their meaning when translated, strengthening their connection to certain aspects of the culture and heritage of their parents. Furthermore, by using the Sapir-Whorf Hypothesis, I contend that learning the language in an informal way is just not enough; one must learn it in a proper way that allows one to enjoy the richness and fullness of the language, and the culture behind it. In addition, by giving children an opportunity to learn both English and their heritage languages in school, parents would feel less of a need to fully immerse students in their heritage language and thus be able to enjoy both their traditional and American cultures. I end by talking about how having bilingual education in school can even help students that are traditionally American and do not have another language other than English as well as possibly reduce racism and bullying.
In my essay, Academic Revolution, I use my own Jewish private school as a template for the ways that all schools can help incorporate heritage and culture into everyday class, as I believe that my high school should have to put in effort in attempting to help students maintain and cultivate the culture that they hold so dear. I argue that schools should offer heritage languages based on the demographics in their district. I also believe that it should also incorporate current events, some relevant recent history, and ancient history. Outside of the classroom, schools can host weekly or monthly events that encompass part of the student’s tradition. All of these ideas combined would have a positive impact on the school and on the community as a whole. Students would be more interested in their works as it would be related to their culture and they might feel a stronger connection to what they are learning. They would further the cultural and lingual connection that is so hard to maintain for second-generation immigrants by learning their heritage language and instilling a sense of pride and joy in their culture and heritage. Teachers and parents would not be on opposite sides when trying to teach another language at home as schools would help teach the language in school or accept and encourage the learning of a heritage language. Also this would reduce any bullying, racism, or stereotyping in the school by making other students more culturally aware of their classmates and respecting them