Linguistic Memory Your Name Here Florida International Unive

Linguistic Memoiryour Name Hereflorida International Universityhistory

Linguistic Memoir Your Name Here Florida International University History of My Family My family’s cultural experiences are something that holds a very special place in my heart. All of my life I have been surrounded by Cuban culture. From my own knowledge, I thought that all of my family was from Cuba, but I was wrong. Going back several generations, the majority of my family was born and raised in Cuba; however, I have family members from previous generations who are from other places. Unfortunately, my family is split up into two since my parents experienced a divorce when I was 6 years old.

However, thanks to this assignment I was allowed to learn so much about my cultural background that I was unaware of before completing this assignment. My mom's side of the family dates back to many generations located all around the world. As I was asking her questions about the history and place of origin of her side of the family going back several generations she told me that she has family not only from Spain but also from Brazil. The family from Spain is her grandfather who is from Galicia, Spain, and in Sao Paulo, Brazil is her grandmother who is my great grandmother. As a young girl, she was given the exposure of a Brazilian and Spanish background which makes a lot of sense.

What I mean by this, is that a lot of people have actually approached her and told her that she does not sound like she comes from Cuban parents, and I now made the connection that her Spanish background definitely shaped her Spanish speaking skills. When learning about my dad’s family, his past generations were not only from Cuba but also from Spain and China. My great grandfather’s grandmother was Spanish, as well as my great grandmother and her family who were all from Santa Cruz, Tenerife, Islas Canarias. Lastly, my great grandfather was born in China with the last name Chi. According to my father, his sister, uncle, and himself were the only ones to receive a degree.

The rest of his family ended their education after graduating high school, which in their language is called “secundaria.” Those who came from a different state or country had an accent, such as how they pronounce the “r” and how they drop the “s,” which is typically only pronounced when there’s a stressed vowel in the next word. Usually, the rest of the time, it's silent or aspirated— for example, “Las alas,” which means wings, and “isla,” pronounced like [ila], sounds like “eyh-lah.” The language is often used to describe something that is cool or amazing. The way that we say it in English could be “strong,” but the language really derives from Spanish—“Chevere” means cold or amazing.

Since some Spanish words are shortened in local dialects, they are sometimes translated into “jevi.” All “Jays” in Spanish are said with an “H” in English, so that language could be interpreted as “strong.” Here are some lessons: it is common in Spanish to drop the letter “s.” For example, “mosquitos” becomes “mosquito,” and “donde tu estas” becomes “dondé tu ta,” meaning “where are you.” Some words in Cuban Spanish are different compared to modern standard Spanish. For instance, “guapo” means handsome in standard Spanish, but in Cuban Spanish, it means angry. Additionally, in Havana, the capital of Cuba, people tend to change the letter “r” to an “l,” so “porque” might sound like “polque.” In northern Cuba, the “r” sounds like an “i,” so “porque” sounds like “poique.”

Participant Interviews

This assignment allowed me to learn so much about my past generations, and the interviews granted me the chance to explore linguistic differences.

Participant A

In 1967, Participant A was born in a private clinic in La Habana, Cuba, and was raised in San Miguel del Padrón. Thanks to his father, who sought better opportunities for his family, they were able to leave Cuba. After a few years, they made their way to the United States. This journey included boarding “El Mariel,” a boat that transported Cubans fleeing Castro’s regime from Mariel Harbor to the US, hoping for a better future. When they arrived in 1979, Participant A was a 12-year-old who only spoke Spanish. His family initially traveled to Key West, as his father had provided him a passport, while the rest stayed at a refugee camp. He attended Kinloch Middle School in Miami and later flew to New Jersey to reunite with his mother, staying there for two years. Once reunited, they returned to Miami, where Participant A continued his education at Coral Gables Senior High School. Graduating from high school, he faced the choice of working in his father's trucking business or attending college to earn a degree.

Participant B

Participant B was born in Pinar del Río, Cuba, in 1998. His life changed dramatically when his family became entangled with the Cuban government amid the implementation of the “Plan Maceta,” which led to the confiscation of their home and assets. His father was incarcerated and later released, prompting his parents to seek visas for the family’s migration to the US. His parents had attended college in Cuba—his father in medical school and his mother in nursing. Upon arriving in the US, Participant B’s parents obtained visas, and he moved to the United States at age 7, beginning school as a second grader. While he acknowledged that English is taught in Cuba, he learned it mainly through exposure to television and books, which eased his transition. His family spoke Spanish at home, with his maternal family from the Canary Islands and maternal grandparents from France. He expressed that he does not find it difficult to speak Spanish since he practices regularly at home, and his Spanish has strengthened over the years. Despite being fluent, he admits that his vocabulary is not comprehensive, but his command of English is complete due to it being his language of education and social interaction.

Comparison of Family Members’ Experiences

When speaking English, Participant A faces challenges with grammar and syntax, often preferring to communicate in Spanish because of difficulty expressing himself in English. He tends to code-switch and attempts to pronounce words in Spanish with an English accent or vice versa. For example, he says “printear” instead of “imprimir” or “tengo que parquear” instead of “estacionar.” His pronunciation of words like “drewers” for “drawers” showcases persistent accent influences. Participant A’s linguistic development demonstrates progress, which he expresses pride in. Conversely, Participant B struggles with homonyms like “chair” and “share,” which can cause confusion due to accent differences. His Spanish skills are strong, and his vocabulary remains rich, thanks to regular practice at home. However, his primary language of communication is English, as he learned it thoroughly in school and social settings.

Both participants exhibit accents influenced by their backgrounds. Participant A expresses a negative view of Cuba, emphasizing the lack of freedom and suffering, while feeling no nostalgia and avoiding return visits. Participant B, however, maintains a sentimental attachment to Cuba, describing it as a vibrant, culturally rich island, despite recognizing systemic oppression. He misses his family, especially his grandmother, and values the patriotism and camaraderie of Cubans. These perspectives highlight individual experiences shaped by personal encounters and historical context.

Sharing My Personal Experiences

Reflecting on the stories of these participants, I realize my experience differs markedly. Born in Miami into a Cuban-American family, I grew up immersed in a bilingual environment. My home language was Spanish, but my education was primarily in English, and I initially struggled with language barriers. My parents encouraged me to learn English swiftly, enrolling me in ESOL classes, which helped me master the language. Over time, I became fluent in both languages, though I sense I have lost some proficiency in Spanish due to lack of consistent practice as I grew older.

This bilingual environment shaped my identity, cultural understanding, and language use. I communicate in Spanish at home with family members and in English with friends and at school. Living in Miami, a melting pot of cultures, enhances my appreciation for diversity and multicultural exchange. This course broadened my understanding of teaching English language learners (ELLs) and provided strategies to support their success in academic settings. I am committed to fostering inclusive classrooms where language backgrounds are valued and leveraged as strengths. The knowledge gained will influence my pedagogical approach by emphasizing culturally responsive teaching, scaffolding techniques, and parental involvement, aiming to empower ELL students to thrive academically and socially.

Conclusion

This exploration of my family’s linguistic and cultural history, complemented by participant interviews and personal reflection, has deepened my understanding of the complex identities shaped by migration, language, and culture. The diverse experiences of my family members demonstrate resilience and the significant role language plays in shaping individual and collective identities. Recognizing these differences enhances my capacity as an educator to support students from varied linguistic backgrounds. Embracing linguistic diversity as an asset, rather than a barrier, will be central to my teaching philosophy. I am inspired to create a classroom environment where language is celebrated, and students are encouraged to develop their full linguistic and cultural potential. Understanding my own journey has reinforced my commitment to being a culturally responsive educator who values the stories every student brings into the classroom.

References

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