Mother Tongue Essay
Mother Tongue, by Amy Tan (original essay)
I am not a scholar of English or literature. I cannot give you much more than personal opinions on the
English language and its variations in this country or others.
I am a writer. And by that definition, I am someone who has always loved language. I am fascinated by language in daily life. I spend a great deal of my time thinking about the power of language — the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all — all the Englishes I grew up with.
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Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had already given to half a dozen other groups. The nature of the talk was about my writing, my life, and my book, The Joy Luck Club. The talk was going along well enough, until I remembered one major difference that made the whole talk sound wrong. My mother was in the room. And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used with her. I was saying things like, “The intersection of memory upon imagination” and “There is an aspect of my fiction that relates to thus-and-thus’–a speech filled with carefully wrought grammatical phrases, burdened, it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, all the forms of standard English that I had learned in school and through books, the forms of English I did not use at home with my mother.
Just last week, I was walking down the street with my mother, and I again found myself conscious of the English I was using, the English I do use with her. We were talking about the price of new and used furniture and I heard myself saying this: “Not waste money that way.” My husband was with us as well, and he didn’t notice any switch in my English. And then I realized why. It’s because over the twenty years we’ve been together I’ve often used that same kind of English with him, and sometimes he even uses it with me. It has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with.
So you’ll have some idea of what this family talk I heard sounds like, I’11 quote what my mother said during a recent conversation which I videotaped and then transcribed. During this conversation, my mother was talking about a political gangster in Shanghai who had the same last name as her family’s, Du, and how the gangster in his early years wanted to be adopted by her family, which was rich by comparison. Later, the gangster became more powerful, far richer than my mother’s family, and one day showed up at my mother’s wedding to pay his respects. Here’s what she said in part: “Du Yusong having business like fruit stand. Like off the street kind. He is Du like Du Zong — but not Tsung-ming Island people. The local people call putong, the river east side, he belong to that side local people. That man want to ask Du Zong father take him in like become own family. Du Zong father wasn’t look down on him, but didn’t take seriously, until that man big like become a mafia. Now important person, very hard to inviting him. Chinese way, came only to show respect, don’t stay for dinner. Respect for making big celebration, he shows up. Mean gives lots of respect. Chinese custom. Chinese social life that way. If too important won’t have to stay too long. He come to my wedding. I didn’t see, I heard it. I gone to boy’s side, they have YMCA dinner. Chinese age I was nineteen.”
You should know that my mother’s expressive command of English belies how much she actually understands. She reads the Forbes report, listens to Wall Street Week, converses daily with her stockbroker, reads all of Shirley MacLaine’s books with ease–all kinds of things I can’t begin to understand. Yet some of my friends tell me they understand 50 percent of what my mother says. Some say they understand 80 to 90 percent. Some say they understand none of it, as if she were speaking pure Chinese. But to me, my mother’s English is perfectly clear, perfectly natural. It’s my mother tongue. Her language, as I hear it, is vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world.
Lately, I’ve been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as ‘broken” or “fractured” English. But I wince when I say that. It has always bothered me that I can think of no way to describe it other than “broken,” as if it were damaged and needed to be fixed, as if it lacked a certain wholeness and soundness. I’ve heard other terms used, “limited English,” for example. But they seem just as bad, as if everything is limited, including people’s perceptions of the limited English speaker.
I know this for a fact, because when I was growing up, my mother’s “limited” English limited my perception of her. I was ashamed of her English. I believed that her English reflected the quality of what she had to say That is, because she expressed them imperfectly her thoughts were imperfect. And I had plenty of empirical evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.
My mother has long realized the limitations of her English as well. When I was fifteen, she used to have me call people on the phone to pretend I was she. In this guise, I was forced to ask for information or even to complain and yell at people who had been rude to her. One time it was a call to her stockbroker in New York. She had cashed out her small portfolio and it just so happened we were going to go to New York the next week, our very first trip outside California. I had to get on the phone and say in an adolescent voice that was not very convincing, “This is Mrs. Tan.”
And my mother was standing in the back whispering loudly, “Why he don’t send me check, already two weeks late. So mad he lie to me, losing me money.
And then I said in perfect English, “Yes, I’m getting rather concerned. You had agreed to send the check two weeks ago, but it hasn’t arrived.”
Then she began to talk more loudly. “What he want, I come to New York tell him front of his boss, you cheating me?” And I was trying to calm her down, make her be quiet, while telling the stockbroker, “I can’t tolerate any more excuses. If I don’t receive the check immediately, I am going to have to speak to your manager when I’m in New York next week.” And sure enough, the following week there we were in front of this astonished stockbroker, and I was sitting there red-faced and quiet, and my mother, the real Mrs. Tan, was shouting at his boss in her impeccable broken English.
We used a similar routine just five days ago, for a situation that was far less humorous. My mother had gone to the hospital for an appointment, to find out about a benign brain tumor a CAT scan had revealed a month ago. She said she had spoken very good English, her best English, no mistakes. Still, she said, the hospital did not apologize when they said they had lost the CAT scan and she had come for nothing. She said they did not seem to have any sympathy when she told them she was anxious to know the exact diagnosis, since her husband and son had both died of brain tumors. She said they would not give her any more information until the next time and she would have to make another appointment for that. So she said she would not leave until the doctor called her daughter. She wouldn’t budge. And when the doctor finally called her daughter, me, who spoke in perfect English — lo and behold — we had assurances the CAT scan would be found, promises that a conference call on Monday would be held, and apologies for any suffering my mother had gone through for a most regrettable mistake.
I think my mother’s English almost had an effect on limiting my possibilities in life as well. Sociologists and linguists probably will tell you that a person’s developing language skills are more influenced by peers. But I do think that the language spoken in the family, especially in immigrant families which are more insular, plays a large role in shaping the language of the child. And I believe that it affected my results on achievement tests, I.Q. tests, and the SAT. While my English skills were never judged as poor, compared to math, English could not be considered my strong suit. In grade school I did moderately well, getting perhaps B’s, sometimes B-pluses, in English and scoring perhaps in the sixtieth or seventieth percentile on achievement tests. But those scores were not good enough to override the opinion that my true abilities lay in math and science, because in those areas I achieved A’s and scored in the ninetieth percentile or higher. This was understandable. Math is precise; there is only one correct answer. Whereas, for me at least, the answers on English tests were always a judgment call, a matter of opinion and personal experience. Those tests were constructed around items like fill-in-the-blank sentence completion, such as, “Even though Tom was, Mary thought he was –.” And the correct answer always seemed to be the most bland combinations of thoughts, for example, “Even though Tom was shy, Mary thought he was charming:’ with the grammatical structure “even though” limiting the correct answer to some sort of semantic opposites, so you wouldn’t get answers like, “Even though Tom was foolish, Mary thought he was ridiculous:’ Well, according to my mother, there were very few limitations as to what Tom could have been and what Mary might have thought of him. So I never did well on tests like that
The same was true with word analogies, pairs of words in which you were supposed to find some sort of logical, semantic relationship — for example, “Sunset is to nightfall as is to .” And here you would be presented with a list of four possible pairs, one of which showed the same kind of relationship: red is to stoplight, bus is to arrival, chills is to fever, yawn is to boring: Well, I could never think that way. I knew what the tests were asking, but I could not block out of my mind the images already created by the first pair, “sunset is to nightfall”–and I would see a burst of colors against a darkening sky, the moon rising, the lowering of a curtain of stars. And all the other pairs of words –red, bus, stoplight, boring–just threw up a mass of confusing images, making it impossible for me to sort out something as logical as saying: “A sunset precedes nightfall” is the same as “a chill precedes a fever.” The only way I would have gotten that answer right would have been to imagine an associative situation, for example, my being disobedient and staying out past sunset, catching a chill at night, which turns into feverish pneumonia as punishment, which indeed did happen to me.
I have been thinking about all this lately, about my mother’s English, about achievement tests. Because lately I’ve been asked, as a writer, why there are not more Asian Americans represented in American literature. Why are there few Asian Americans enrolled in creative writing programs? Why do so many Chinese students go into engineering! Well, these are broad sociological questions I can’t begin to answer. But I have noticed in surveys — in fact, just last week — that Asian students, as a whole, always do significantly better on math achievement tests than in English. And this makes me think that there are other Asian-American students whose English spoken in the home might also be described as “broken” or “limited.” And perhaps they also have teachers who are steering them away from writing and into math and science, which is what happened to me.
Fortunately, I happen to be rebellious in nature and enjoy the challenge of disproving assumptions made about me. I became an English major my first year in college, after being enrolled as pre-med. I started writing nonfiction as a freelancer the week after I was told by my former boss that writing was my worst skill and I should hone my talents toward account management.
But it wasn’t until 1985 that I finally began to write fiction. And at first I wrote using what I thought to be wittily crafted sentences, sentences that would finally prove I had mastery over the English language. Here’s an example from the first draft of a story that later made its way into The Joy Luck Club, but without this line: “That was my mental quandary in its nascent state.” A terrible line, which I can barely pronounce. Fortunately, for reasons I won’t get into today, I later decided I should envision a reader for the stories I would write. And the reader I decided upon was my mother, because these were stories about mothers. So with this reader in mind — and in fact she did read my early drafts–I began to write stories using all the Englishes I grew up with: the English I spoke to my mother, which for lack of a better term might be described as “simple”; the English she used with me, which for lack of a better term might be described as “broken”; my translation of her Chinese, which could certainly be described as “watered down”; and what I imagined to be her translation of her Chinese if she could speak in perfect English, her internal language, and for that I sought to preserve the essence, but neither an English nor a Chinese structure. I wanted to capture what language ability tests can never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts.
Apart from what any critic had to say about my writing, I knew I had succeeded where it counted when my mother finished reading my book and gave me her verdict: “So easy to read.”
Source – http://www.umsl.edu/
Mother Tongue essays
Example #1
Language is one of the distinguishing peculiarities of any country, any region, and any society. It is perceived as an additional cultural, national, or social attribute, and it is inseparable from all components needed to be known when visiting or living in some country. This issue concerns both the native-born speakers and the immigrants, newcomers.
It bears the symbolic meaning of assimilation and acculturation at a new place, and the corrector wrong speaking and writing will show the true identity of a person at once. Some native speakers are initially illiterate, but the traditional stereotype that has been forming for centuries is that immigrants will always speak worse than any native speaker. In her essay “Mother Tongue,” Amy Tan raises these issues of linguistic dominance.
Being a Chinese American, she explores the history of her family and the assessment given to her and her mother by others judging from the level of proficiency in English they had.
The writer shows a couple of examples of how different the attitude of people was when she talked to them by phone on behalf of her mother, using correct and sophisticated phrases, and how detached and unserious was the treatment when her mother spoke personally, using the ‘broken’ and ‘limited’ language (Tan 1-2).
It is this broken and limited language that symbolizes the limited opportunities for immigrants. People who hear the ‘limited’ language feel free to show disrespect and neglect as they perceive people with poor linguistic possibilities as limited not only linguistically but socially, culturally, mentally, and even physically. The attitude is, in general, not serious, as Americans listen to only those who can talk like they do, becoming seemingly equal to them.
In the summary of “Mother Tongue” by Amy Tan, it is clearly seen that in case the language is not pure, is broken or limited, the feeling of dominance comes to Americans only on a linguistic basis. One can see the many proofs for this fact in the treatment Tan’s mother received from a stockbroker, the medical staff in a hospital, etc. When Tan started to speak correctly, the attitude changed at once, which spoke quite eloquently about the direct connection between linguistic skills and respect.
The language of a family indeed leaves a trace on the further possibilities of a child in America. Tan has also felt this in her studies as she was much more proficient in precise sciences, and English was a vague, multifaceted, and multivariate subject. The author’s observation that the IQ tests, the achievement tests, etc. also depended seriously on the level of knowing English is correct.
It is true that one cannot complete a test on any topic if he or she does not completely understand the task given in it. Hence, the achievement level becomes severely reduced, even in case the internal knowledge is incomparably higher, the immigrants will be unable to show it because of their crippled linguistic expression skills.
This is the main problem Tan claims in her essay in this citation, showing how different the inner world and the one expressed through language are: “I wanted to capture what language ability tests can never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts” (Tan 3-4).
It is clear from Amy Tan’s essay that the human inner world is much broader and richer than one can sometimes show, and it is the disadvantage of using a language not native to the speaker. Which type of essay is Amy Tan’s “Mother Tongue”?
The essay is persuasive, and its main maint is that it is only through the mother tongue that one can reveal everything he or she has in the soul or the mind; this is the main root for under-estimation of skills of Chinese, African Americans, Mexicans, and other immigrants coming to the USA for better employment and living conditions.
Thus, it is necessary to provide better educational facilities to give immigrants a chance to realize themselves better and to be understood. However, the first step of high importance is undoubtedly the refusal of stereotypes, and they wish to listen to them and to hear them.
Example #2
The purpose of Amy Tan’s essay, “Mother Tongue,” is to show how challenging it can be if an individual is raised by a parent who speaks “limited English” (36) as Tan’s mother does, partially because it can result in people being judged poorly by others. As Tan’s primary caregiver, her mother was a significant part of her childhood, and she has a strong influence over Tan’s writing style.
Being raised by her mother taught her that one’s perception of the world is heavily based upon the language spoken at home. Alternately, people’s perceptions of one another are based largely on the language used. Tan was born to a pair of Chinese immigrants. Her mother understood English extremely well, but…
This was because of her mother’s version of English and its modified rules caused Tan to be confused about some of the questions.
Tan employs cause and effect when she is talking about her experiences with IQ tests and the SATs. The fact that her mother spoke English the way she did made it very difficult for Tan to envision what the test was asking, as with the questions where she could not identify one singular correct answer.
In her experience with language, maybe she had heard her mother would say something a certain way, even though, technically, it was not grammatically correct. Her perceptions of things, specifically the rules of language, were different because of the language used at her home.
She also incorporates problems and solutions when she is describing how she had to talk for her mother. Her belief is that people will not take you seriously if you do not speak proper English, and to prove this, she shows how her mother encountered that kind of attitude often.
Tan describes how she had to call the stockbroker because her mother was concerned about not getting a check, and how the hospital would not look for a lost CAT scan until Tan was called to mediate.
Even though the mother speaks English, Tan still needs to act as a translator. Compare and contrast comes in to play at the very beginning of the essay when Tan is describing her mother listening to her giving a lecture.
Example #3
“Mother Tongue” an article by an author named Amy Tan is about the many different forms of the English language that she has used and continues to use throughout her life. Amy goes on to describe the different English she uses, the one when she is having a conversation with her mother, and then the one that she uses when she begins to write. She goes into great detail about the challenges that she and her mother both faced because of these differences.
My belief is that Amy’s goal in the article was to present to the public that just because an individual does not have or speak “perfect” English, it does not mean that the person is not intellectual. Being that her mother used a more simplified form of English, she was exposed to this and other forms of the English language, so it was easy for her to go back and forth and understand them.
Amy utilizes many key points to achieve her goal and reinforces my claim in the article. One of the points Amy expresses is a simple approach when she would talk to her mother. Her mother is one too, as Amy stated, “reads Forbes report, listens to Wall Street Week, converse daily with her stockbroker” (Tan, 2006) This right here is proof that reinforces the claim that just because there is a shortfall in the perfect English category does not mean there is a shortfall in the intelligence.
Just because Amy spoke to her mother in this fashion did not mean she could not do things or tasks that were required of her, such as being able to understand the information that was given to her by her stockbroker.
On page two there is a section where she states, “I believed that her English reflected the quality of what she had to say. That is because she expressed them imperfectly. Her thoughts were imperfect.” (Tan, 2006) This is one of many statements that give a glimpse into the type of challenges they faced as both mother and daughter. Placing the blame on her mother and her broken English for all of the prejudice they had to suffer through together.
Even though all the challenges they faced, Amy continued to see her mother English as she always had, clear and natural. She supports this by saying “Her language, as I hear it, its vivid, direct, full of observation and imagery.” (Tan, 2006) Further reinforcing my claim of how her mother’s version is what she had been taught and how she grew to understand it.
She then states, “This was the language that helped shape the way I saw things, expressed things, made sense of the world.” (Tan, 2006) Coming from a family that immigrated here from I agree with Amy, dealing with family members struggling to speak the proper way, but in the end, I felt their version was better than the “proper” English we are taught in school, is that it was more colorful.
After all, was said and done she chose to fuse all of the different forms of English she had and utilize them in her book. After this, her mother was finally able to read and understand her writing without needing any explanation. “when my mother finished reading my book and gave me her verdict: ‘So easy to read’.” (Tan, 2006) Amy was able to recognize the different forms of English she was able to write in and use it to her advantage to appeal to different types of readers which in return gave her an advantage regarding her writing.
“I have heard other terms used, “limited English”, for example. But, I wince when I say that. It has always bothered me that I can think of no way to describe it other than “broken” as if it were damaged and needed to be fixed as if it lacked a certain wholeness and soundness. I’ve heard other terms used, “limited English,” for example. But they seem just as bad, as everything is limited, including people’s perceptions of the limited-English speaker.” (Tan, 2006) This passage here really validates Amy’s claim in her article and mirrors my argument of not having to speak “proper” or “perfect” English to be deemed intellectual. It is just another way our society has found to discriminate.
Nevertheless, her mother still pushed through all challenges she was faced with and got things done no matter who didn’t understand her or give her the time of day. Because of her mother and the different forms of English that Amy grew up with, she was able to use this to her advantage and appeal to a different type of reader, but most of all to her mother.
FAQ
- What is Amy Tan’s purpose in Mother tongue?
The primary purpose of Tan’s “Mother Tongue” is to orient the readers about the author’s interpretation of differentiating Standard English and broken English. Another purpose of writing such a book is the fact that Amy Tan has spent much of her time in America, but she was born in China. - Which type of essay is Amy Tan’s “Mother tongue”?
Amy Tan chose to write a personal essay, in which she combines her insights on the topic with details from her own life.
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