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Topics for Composing

17. Analysis. Overall, what is Alvarez suggesting about the role that language played in shaping central text
her own identity? What evidence from the narrative supports your interpretation?
18. Argument. Do you agree with Alvarez when she suggests that speaking the native language /
of a country is essential to feeling at home there? Explain.
19. Connections. When have you ever felt caught between cultures like Alvarez describes? Your
experience might be similar to hers, based on language and geography, or it could be Julia Alvarez
subcultures in school, on sports teams, or other groups.
20. Speaking and Listening. A few times in this narrative, Alvarez expresses how difficult it is to
communicate her thoughts fully in Spanish because she has only the vocabulary of a ten-year-
old. If you have studied more than one language, try using your second language to explain a
scientific, mathematical, or historical concept you learned in another class this year to
someone who also speaks that language. If you have not studied a second language, try
explaining the concept with only the word choice of a ten-year-old in English. What did you
learn about the challenges of communication through this exercise?
21. Research. Alvarez is frustrated at times with her inability to communicate in Spanish, which
is the language used by her parents and potential boyfriend. Conduct research by interviewing
a friend or a family member who has experienced a language barrier. Explain the challenges,
frustrations, or benefits that you learned about through your research.
22. Creative Writing. Write a poem about communication challenges you have experienced that
includes words in English and words in at least one other language that you know well or are
studying in school. The words could be translations of each other, or different ideas expressed
in the different languages. Share your poem with a partner for feedback on the use of multiple
languages. What is communicated effectively and what is not? Revise if necessary.

conversation

What is the relationship between language

and power?

Who has the most power in a classroom? In many cases, it’s the teachers because
they have the authority to speak without having to be called on. Who has the power in
the media and advertising? Those who create, edit, and present the words and images.
They can influence what people believe, how people vote, what they buy. Who has
the power in a courtroom? It’s often the judge who determines who gets to speak and
what can be said during a trial.
Power can be gained and wielded through language. Sadly, the reverse is also
often true: those without access to the dominant language used by institutions like
schools, government, the justice system, and business can be left without the power
they should have otherwise.

Uncorrected proofs have been used in this sample. 185
Copyright © Bedford, Freeman & Worth Publishers.
Distributed by Bedford, Freeman & Worth Publishers.
For review purposes only. Not for redistribution.

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