1. What specific challenges does not speaking Spanish present for immigrants from Mexico and Central America? In what ways are these challenges gendered (that is, in what ways do women and men generally experience them differently)? What specific challenges does this situation present for social services agencies of various sorts here in the United States?

2. According to this article, why is it more logical for these immigrants to learn Spanish rather than English? What functions do Spanish as a Second Language classes serve for these immigrants? What situations arise when no language classes are available?

3. What sorts of evidence does Semple use in this argument of fact? How and how successfully does he combine short narratives of individual experience with other sorts of evidence? (See Chapter 8 on arguments of fact and Chapter 18 on kinds of evidence.)

4. How would you characterize the ethos that Semple creates in this argument of fact? How does he create this ethos? Is it appropriate for an argument of fact? Why or why not? (See Chapter 3 on ethos and Chapter 8 on arguments of fact.)

5. Write an essay based on fact regarding immigrants and language issues in your area, whether defined as your neighborhood, your community, your town or city, or your state. Obviously, you’ll need to do some research to find out which language groups are present, how many of them there are, what their specific needs are, and how they might be changing. The census is a good place to begin your research: http://www.census.gov. Use the search terms “foreign-born” and “language” to help you find relevant data. You may also find useful information using the pull-down menus: TOPICS>POPULATION, where you will see links for both “foreign-born” and “language.” At the same time, be aware that censuses rely on self-report data — someone in the household reports on the language abilities of all who live there, a notoriously unreliable measure of language ability. Many communities have nonprofit organizations that work with immigrants, and a number of houses of worship also have programs to assist immigrants; these institutions may be sources of information as well. (See Chapter 8 on arguments of fact.)