Persuasive Speech – Richard Rodriguez – Bilingual Education - Coach Falstad
Richard Rodriguez (born 1944) entered school speaking essentially no English and left it with a PhD
in English literature. Raised in Califormia by Mexican immigrants, Rodriguez is a lecturer and writer
who frequently addresses issues that affect Spanish-speaking Americans. The following paragraph is
adapted from his essay “Aria: A Memoir of a Bilingual Childhood,” an argument against bilingual
education.
But it was one thing for me to speak English with difficulty It was more troubling for me to hear
my parents speaking in public: their high-whining vowels and guttural consonants; their sentences that
go stuck with “eh” and “ah” sounds; the confused syntax; the hesitant rhythm of sounds; the confused
syntax; the hesitant rhythm of sounds so different from the way gringos spoke…there were many times
like the night at a brightly lit gas station (a blaring white memory), when I stood uneasily hearing my
father. He was talking to a teenage attendant. I do not recall what they were saying but I cannot forget the
sounds my father made as he spoke. At one point his words slid together to form one word – sounds as
confused as the blue and green oil in the puddle next to my shoes. His voice rushed through what he had
left to say. And toward the end, reached falsetto notes, appealing to his listener’s understanding. I looked
away to the lights of passing automobiles. I tried not to hear anymore. But I heard only too well the calm,
easy tones in the attendant’s reply. Shortly afterward, walking toward home with my father, I shivered
when he put his hand on my shoulder. The very first chance that I got, I evaded his grasp and ran on
ahead into the dark, skipping with feigned boyish exuberance.
Key Ideas and Details
1. What is Rodríguezes’’ thesis? Identify the sentence that you believe best demonstrates his main
idea.
2. Why is Rodriguez uncomfortable when his father speaks? List the phrases and sentences that
show his true feelings.
3. What is Rodriguez trying to say about growing up in a bi-lingual home? List the sentences, words,
and phrases that describe his point of view.
Craft & Structure:
1. Language: How would you characterize the author’s tone in this essay—for instance, sarcastic,
argumentative, admiring, humorous, serious, flippant, ambivalent, irritated, confused, sad, upset?
Give examples to support your analysis.
2. Why do you think that Rodriguez does not give examples of his father’s speech? Does this help or
hurt the story?
Integration of Knowledge and Ideas
1. Rodriguez is clearly upset by his parent’s lack of fluency with English. Describe your reaction to
the story. Do you understand his feelings or are you offended by his embarrassment?
2. DISCUSSION: Is it fair for Rodriguez to expect that readers will understand his experience and his
perspective? What details does he give to help the reader relate to the situation?
Writing Topics:
1. With Rodriguez’s essay as a model, write a paragraph that describes a time when you had trouble
communicating with a person who did not speak your language. You might write about a parent, a
family member, or about yourself.
2. RESEARCH: Find the rest of the essay Online and read it. Summarize the main idea and key details.
3. CONNECTIONS: After reading the rest of the essay, write a letter to Rodriguez explaining your
reaction to his story. Give Rodriguez advice on how to deal with parents who do not speak fluent
English.
Repetto, Ellen Kuhl & Aaron, Jane E., Common Threads: Core Readings by Method and Theme. Bedford/St.
Martin’s, Boston, 2014.