Language serves as both a tool for a unification and as a means for separation. The relationships between different identities associated with language and dialects often fail to mix seamlessly, as discussed in Barbara Mellix’s piece examined in class. This leads to a confusion of identity due to the constant need to change oneself in order to fit the impossible standards set by society for that particular environment. Instead of examining the segregated nature of language identities, Min-Zhan Lu explores the areas where these language identities interact and intersect in “From Silence to Words: Writing as Struggle.” Lu discusses how language ties into education, class, and personal identity in ways which overlap and change over time.
Growing up “as a student in China,” Lu was quick to notice the differences between her identities categorized by the languages she used for each (437). She spoke English with her immediate family and tutor, “Shanghai dialect only with the servants,” and Standard Chinese at school (438). Despite the difference in language, Lu had little difficulty flipping between identities. Instead of feeling as though she was losing a piece of herself each time she was forced to speak differently, Lu discovered an overlap in language identities. Lu’s life sits at the intersection of language and culture. Instead of a wall separating her identities, Lu’s life is more of an intersection where all of her experiences meet and interact. She explains how what she learned in her English lessons “seemed to enhance and reinforce what [Lu] was learning” while in the classroom (439). This demonstrates the link between languages, which is not always obvious at first. Though English and Chinese differ heavily from each other, both having different roots and alphabets, the two languages are undeniably woven together. As Lu explains, “red” in Chinese and in English “[correspond] to the patch of color printed next to the world” (439). Although the two languages certainly look and sound different, the core ideas are shared. The color red is called something different in different languages, yet the color remains the same. Yet again, the languages are able to intersect and coexist instead of directly contradicting each other.
As she continued to grow, Min-Zhan Lu’s connections between her different language identities became more complicated. During this period of time, China was politically and socially uneasy. English was labelled as the language of the enemy due to tensions between the Chinese and the “American and British Imperialists” (439). The animosity between the countries lead to English being labelled as a language of the enemy for a period of time. At the same time, Lu picked up a new language, one made up of definitions taught in school. For Lu, “red” was no longer just a color. In school, “red” became “Revolution at school, ‘the Commies’ at home, and adultery in The Scarlet Letter” (441). The culture surrounding Lu resulted in a simple word carrying a variety of meanings in all of the languages making up her identity. However, despite the difference in secondary meanings, the word “red” and all of its translations still describes the same color. So despite the differences in culture, despite the differences in language, Lu’s identities were still entangled with one another, even if the threads became a bit mangled and distorted.
Though Lu’s relationship with language and identity is complicated, especially in regards to her education, family, and personal identity, there is an undeniable intersection where all of these elements mix. Language is not as simple as different sections with rigid borders between different languages. Instead, there is a special fluidity demonstrated by Lu and her identities which connects people.
E367: Writing and Diversity 
Kate,
I would agree that Lu identities intersect through both of the languages she speaks. However, I think that this intersection complicated her life. Because of two completely different social pressures, Lu had to put on a mask in order to please a certain audience. She mentions that when she was young, she was proud to speak English. As she grew up, the increasing tension between Lu’s family and society shaped her view of language. Her initial pride in her ability to switch between languages turned to fear of misusing words and shame of being viewed wrongly. Language, alone, had the power to change Lu’s persona, and it also had the power to complicate her writing. While this is unsettling to hear, we can see that as an adult, Lu has matured because of this. Lu mentions that she has grown to appreciate her “sensitivity to form and style”.
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I totally agree that language, especially for those who know more than one, melt together and aren’t exactly segregated from each other. Your second to last paragraph really illustrates that sense of fluidity that comes with having multiple languages tied to an identity.It’s interesting how languages can be so different, but so similar even if they don’t sound or appear the same.
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Kate,
I enjoyed reading this smart response to Lu. I think you accurately restate her very complex argument.
The issue I’d like to bring up, along with your other readers, has to do with what it might mean for two discourses, or identities, to “intersect”. In our current age, “intersectionality” is almost always a good thing: hybrid, multiple, fluid. But I’m not entirely convinced that is what Lu is trying to describe. Her points of intersection strike me, for the most part, not as fluid or seamless, but as moments of struggle, tension, conflict. And yet she seems to learn from them.
All of which is to say: I’m not trying to argue, but I would like to hear more from you about what you make of the “complicated”intersections of language, power, and identity. (Which is pretty much my theme for tomorrow’s class!)
Joe
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Kate,
I also noticed the interdependency of culture, language and identity within Lu’s experience. I correspond to the way you have explained this phenomena, it is interesting that Lu has used the color red in order to help us perceive her frustration throughout her primary and secondary academic career. Red becomes a confusing topic for her because of its multiple uses within her various languages she juggles between home and school, it was one of the first words that stumbled her, causing her to digress and wonder if it was okay to use such a word when it could be understood in different ways depending on the context and environment. This leads her to confuse her own developing identity or voice, unknowing that others could not or did not make similar connections as she does, she is afraid of being criticized for unintentionally mixing her languages together- painting a new picture she would soon be proud to have discovered a talent for.
As far as your ‘undeniable intersection’ goes, I believe this intersection is Lu. As children develop, especially in a quickly changing world they are undeniably susceptible to adaptations that people set in their ways might never understand or make a connection to. Lu’s ‘fluidity’ that you speak of, I believe is her way of being able to internalize these languages, cultures and identities that very much challenged her growing up. I will end with my favorite line from her excerpt, “Don’t teach them to ‘survive’ the whirlpool of crosscurrents by avoiding it. Use the classroom to moderate the currents. Moderate the currents, but teach them from the beginning to struggle” (447) Lu’s struggle turned her into a unique individual with an acute sense for understanding, and her divulgence into the whirlpool of New China has made all the difference.
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