I remember being caught speaking Spanish at recess […] I remember being sent to the corner of the classroom for “talking back” to the Anglo teacher when all I was trying to do was tell her how to pronounce my name. “If you want to be American, speak ‘American’. If you don’t like it, go back to Mexico where you belong”.
“I want you to speak English […]”, my mother would say, mortified that I spoke English like a Mexican. At Pan American University, I and all Chicano students were required to take two speech classes. Their purpose: to get rid of our accents
ANZALDÚA, G. Borderlands/La Frontera: The New Mestiza.
San Francisco: Aunt Lute Books, 1987.
O problema abordado nesse texto sobre imigrantes residentes nos Estados Unidos diz respeito aos prejuízos gerados pelo(a)

Question

I remember being caught speaking Spanish at recess […] I remember being sent to the corner of the classroom for “talking back” to the Anglo teacher when all I was trying to do was tell her how to pronounce my name. “If you want to be American, speak ‘American’. If you don’t like it, go back to Mexico where you belong”.
“I want you to speak English […]”, my mother would say, mortified that I spoke English like a Mexican. At Pan American University, I and all Chicano students were required to take two speech classes. Their purpose: to get rid of our accents

ANZALDÚA, G. Borderlands/La Frontera: The New Mestiza.
San Francisco: Aunt Lute Books, 1987.

O problema abordado nesse texto sobre imigrantes residentes nos Estados Unidos diz respeito aos prejuízos gerados pelo(a)

Answer

Reconheça o gênero e o propósito comunicativo; avalie coesão (referenciação e conectores) e correções essenciais de norma. A única opção que preserva o sentido e o registro adequados é “repúdio ao sotaque espanhol no uso do inglês”. Erros comuns: inadequação de registro, quebra de coesão, vícios de regência/concordância, ou deslocamento de sentido.

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