#2 Chick Red 4---replacement C

I believe that speaking their language to teach them English would most likely help more in the long run to help assimilate into the culture. Some other helpful things Americans can do is show them all the things in America but also learn more about their culture as well so they have an understanding. Some harmful things they could do is ignoring or making fun of the people and their culture.

In my book “Almost american girl” by Robin Ha, My Character struggles with learning English, she feels very discouraged because she only knows half of it. All the kids in her class can read, write, talk in English and shes the only one with the struggle. Language is a big part of assimilating because how are you supposed to assimilate or fit in if you cant even talk to anyone. American kids will mock her and take advantage. One kid calls her “Ching Chang Chong” that is incredibly racist and hurtful. He then says “Let me teach you the american handshake.” (Ha 65) And grabs her hand to spit in it and rubs it in. This makes Chuna very mad and feels as though she’ll never fit in quite like the american kids. Everyone looks at her differently and she wonders how she could change to make them like her. Her family member Lena dresses nice and expensive and she wishes that she could look like Lena with nice silk hair, fair skin, petite body, and a nice smile. These stereotypes are harmful. 

In this part of  my book out of nowhere by Maria Padian, Saeed and Tom are at soccer practice passing the ball when Tom asks Saeed when his birthday was. Saeed had said he didn't have one and Tom replied “ what does it say on your birth certificate” (Padian 167) and Saeed didn't understand it “shook his head uncomprehending” (Padian 167). 

The language gap makes it difficult for immigrants to understand certain things and it is clear that it isn't helpful for immigrants because it affects their school work and their functions just like Abdi who is another character that is failing school due to the language barrier.

In the second third of Maria Padian's "Out of Nowhere," Tom is required to complete 100 hours of community service at the K Street Center as punishment for defacing a rival school's spirit rock in the second third of the book. He assists Somali children, many of whom struggle with English, with their homework. There he meets Myla and Abdi and develops a relationship with them, eventually finding joy in his work at the center. With the help of Saeed's sister Samira, they come up with a plan to help Abdi learn English and teach Tom about Somali culture. Tom makes a bet with his rival school, Maquoit, and personal rival Alex Rhodes for an intense game with high stakes, but is later informed that the game is during Ramadan, which puts their team at a disadvantage. Tom believes they won't win, as some of their strongest players will be exhausted from fasting. However, during the big game with half the town in attendance, Saeed ties the game 1-1 and the game ends with penalty kicks. Saeed scores the winning kick, earning respect and admiration from the team and the townspeople. Despite the victory, adults from the opposing school express unhappiness at losing to Somalis and question whether they are too old to play, despite their green card status, further exacerbating racial tensions. “Like a guided missile traveling mere inches above the grass, the ball flew low into the corner of the goal. Saeed stood still, staring at his own shot like he couldn’t believe it.”(Padian 165) One of the greatest challenges faced by immigrants, particularly children like Abdi, is the language barrier. Their inability to speak, write, or read the language puts them at a significant disadvantage, causing them to fall behind. In addition, Americans place significant value on the celebration and knowledge of birthdays as a social norm. However, this cultural norm does not exist among Somalis, who lack a calendar and do not know their actual date of birth. Consequently, all immigrants, including Saeed, share the same birthday of January 1st.

In my book

Said writes, "One of the most difficult things I encountered in the early days of my life in the United States was a language problem that was not just related to my lack of fluency but rather to the slowness, definitional rigor, and efficiency of American English" (Said,122). This quote illustrates how language barriers can be a significant obstacle for immigrants, leading to misunderstandings, confusion, and frustration, even if they have some fluency in English. Americans may assume that their communication is clear, but the reality is that certain words, phrases, and cultural references may not be familiar or easily understood by immigrants.

Assimulation and acceptance, has often been predicated on their knowledge of the English language, along with their adoption of English manners and values" (Said,123).This quotation emphasizes how language proficiency is often seen as a crucial factor in assimilation, with the expectation that immigrants should adopt American ways of speaking, behaving, and thinking. This social contract can be helpful in facilitating integration and communication, but it can also be harmful when it creates unrealistic expectations and pressure on immigrants to abandon their own language and culture. Language discrimination and prejudice can also limit opportunities for immigrants and reinforce stereotypes and biases.