This paragraph provides a vivid counterexample to the stereotype that low-income families lack educational resources or value literacy. The detailed descriptions of the boys’ homes—filled with books, newspapers, maps, magazines, and even technology like iPods and GPS devices—show how these families actively create literacy-rich environments that reflect their interests, cultures, and daily lives. I believe this approach is absolutely correct. My mother was also born in northern China, an area with scarce educational resources. Yet her mother relentlessly pushed every child in the family to study hard, sending them all to university. That's why I can now enjoy a quality education in a great city. In their eyes, education truly changed their destiny—all because of thoseold books sold one by one at street stalls.

I believe diversity in education is crucial. As mentioned in the article, Latino children possess remarkable reading aptitude, yet this talent is often overlooked by teachers. In elementary school, I was a student with severe academic imbalances—I struggled immensely with math, consistently ranking near the bottom of the class. However, I possessed a natural aptitude for both English and Chinese. When given sufficient time to develop my ideas, my compositions were even selected by teachers to be read aloud to the entire class. Consequently, I always believed I had strengths during that time. Because the subjects I excelled in were valued by my teachers, I became even more motivated to study those particular subjects diligently.

From the perspective of immigrant students, this passage reveals how uncertainty about the future can deeply affect motivation and self-worth. Many undocumented students grow up believing in the same dreams as their peers—going to college, finding a good job, contributing to society—but later realize that their immigration status limits those possibilities. Seeing friends move forward while they remain stuck creates a painful sense of immobility and isolation. The confusion about what’s even possible makes it hard for them to plan or stay engaged in the present. For these students, education becomes a source of both hope and frustration—it represents opportunity but also reminds them of the barriers they face just to belong.

As an international student, I feel Flor perfectly captures the reality of our situation. We find ourselves in a phase completely devoid of social connections, family, or status. We must muster the courage to make our first “local friend” during our studies. We need to master the use of a “second language.” Every seemingly simple task becomes a challenge for us, and we rely entirely on ourselves.

This paragraph emphasizes the importance of authentic, sustained interaction with native speakers in mastering a new language. It shows that language learning is not only about grammar and vocabulary but also about social immersion and exposure to real-world communication styles. I want to share a funny story about learning English as an international student. Growing up, I always thought I was learning American English because that's the accent commonly used in China. But then I went to study in New Zealand, where they have Australian accents and British culture. At the time, I believed my pronunciation was already set in stone. But when I later came to study in the United States, my friends pointed out that my accent was Australian—similar to BLACKPINK's member ROSÉ. That's when I suddenly realized how profoundly environment and real-life communication shape language.

This paragraph highlights how language barriers remain one of the biggest challenges for immigrant students in the U.S. It’s striking that many students viewed learning English as an even greater obstacle than discrimination or lack of resources. This shows how deeply language proficiency is tied to access and opportunity—students feel that without English fluency, they cannot fully participate or advance academically and socially. This reminds me of when I first came abroad to study. My school offered specialized English transition classes for international students. While local students were learning a second foreign language, we were studying English. But this approach actually made it difficult for international students to make local friends, and we still couldn't complete a full second foreign language by graduation.

Even though legal racial discrimination in schools ended decades ago,the effects of prejudice and inequality still shape who has better chances.I think this is frustrating because it shows that laws alone can't fix deep social problems-attitudes and systems continue to reproduce unfairness.it also made me realize that when prople talk about the american dream,not everyone start from the same place,for many minority families, the dream feels more like an uphill battle.

There is tension between fairness and family,on the one hand,schools are supposed to give everyone an equal chance,but in reality,parents will always want to givbe their kids an advantage.I can see both sides,for me, i will try to give my children the best resource,but at same time,it feels unfair that some kids are "ahead" just because of where they were born.It makes me question whether equaility in education is ever realistic,or if the system will always favor privilege class.