The Bilingual World of Jade Snow Wong and Richard Rodriguez

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Jade and Richard were somewhat similar in their values for reading books, but their parents had differing responses. While Jade’s parents did not acknowledge her achievements, they expected her to reach certain levels of accomplishment. As she says, “The daughters of the Wong family were born to requirements exacting beyond their understanding.” (67). For Richard’s parents, reading “was something done out of necessity and as quickly as possible.” (440). He rarely saw his parents read something for pleasure, and their reading list consisted mainly of work manuals, prayer books, newspapers, and recipes. Thus, it was not surprising when Richard’s mother questioned why Richard reads books. “What do you see in your books?” (442) she would ask, wondering about the purpose of such an activity.

Richard Rodriguez, however, found great purpose in reading. It helped him develop his knowledge in English, which later helped reinforce his ideas about bilingualism and schooling. Although Richard did not receive bilingual education, he promotes a strong opposition to it as he became conscious of its consequences, most of which he assumes to be negative. He explains that assimilation into society is an important part of one’s development, something that was necessary to him growing up. He argues that bilingual education, which is the use of one’s private language in public education, prolongs one’s private identity. For example, if he were to learn in both Spanish and English, he would not have adjusted to his American environment as quickly and as easily as he did. He explains this by saying that “only when I was able to think of myself as an American, no longer an alien in gringo society, could I seek the rights and opportunities necessary for full public individuality.” (573). Although Jade did not state her opinions on this matter directly, her essay suggests that her ideas about bilingual education would contrast with Richard’s. When she was taught Chinese by her father, she seemed to view the lessons as more of an advantage rather than a burden.

Jade showed no opposition to learning both English and Chinese while growing up. In addition to attending an American school regularly, Jade‘s father taught her Chinese for half an hour before she left for her classes. She looked upon this as a privilege, and something that she had to do just like her siblings did before her. She noted that both languages were completely different, but nonetheless continued her instruction in both, taking pride in this unique knowledge. Learning Chinese brought Jade and her father closer. This kind of studying “drew them together in a bond of formal and mutual respect.” (95). Jade seemed to be more positively inclined towards bilingual education in comparison to Richard. She valued the lessons she received in English and Chinese, incorporating both into her identity.

Richard Rodriguez and Jade Snow Wong shared a similar background of bilingualism, but differed in their views of it. They were both born into families that spoke languages different from those of their society. Jade first learned Chinese, and Richard learned Spanish. They did not begin to learn English until they started their American education. Their experiences differed on many levels; Jade was able to combine English and Chinese into her development of herself, while Richard chose English to assimilate better to his society. For this reason, Richard argues strongly against bilingual education because it prolongs a child’s integration into society. Jade, however, does not show opposition to learning Chinese and English; rather, she sees it as a privilege. Although there were some differences in Richard and Jade's relationships with bilingualism, their early developments were greatly shaped by it and its dual cultures.