The Children

Raising Children

The situation of the Senegalese youth is a very interesting one when compared with that of children of other immigrant groups. Generally, the trend is for many young people to assimilate more into American culture. Not necessarily to forget where they and their parents came from, but to begin to see themselves more as American and less as Italian, Russian, Chinese, etc. However, it would appear that this is not the case with many of the Senegalese youths. They wear their identity proudly and value it equally to, if not more than, being American. This is shown by the strong the connection that they have with Senegal, as well as the intent of many to return to Senegal after receiving their education.

Though the Senegalese come to America seeking opportunity for themselves and their families, they do not forget where they come from nor the virtues of growing up in Senegal. As Fatou asserts, there is much more freedom for kids back in Senegal. In addition, there are the benefits of growing up in Senegal and learning about its culture. Senegalese parents in America consider this when deciding what to do with their first generation children. Many of them choose to send their children back to Senegal at young age, so that they may get a proper Senegalese education.

However, this is not without its problems. Growing up in America, many children are not in touch with their Senegalese roots, nor do they have a strong command of the French or Wolof language. This presents a problem when they return to Senegal. However, this is often solved after a few months of immersion in the Senegalese society. This period of study causes the children to take a break in their American schooling, which poses problems when they return back to the U.S. They return having fallen behind others their age; and though they now know French, they have forgotten much of the English they had previously learned, further hindering their education. This language barrier poses further problems when Senegalese-American children try to become friends with non-Senegalese kids. Some times fights occur because of miscommunication and misunderstandings. The Secretary of The Association for Senegalese of America (ASA) tells his sons to not cower but rather "fight back...only with reason". As Fatou puts it, "the African American children call you American while the American children call you African American." Neither the African Americans or Americans acknolwedge you as one of their own. This presents an identity crisis to the children and creates yet another obstacle the children have to overcome. Thus, the education of Senegalese children is a double edged sword. Parents must strive to find the right balance between teaching their children in the Senegalese way and still preparing them for life in America.

To ease the transition and find balance, the Secretary of The ASA said that there have been many "Baby College programs" set up within the last couple of years to prepare kids for college. These programs are directed at Senegalese children in helping with the pre-college process such as applications. The Secretary of The ASA is thinking of setting up a program in Senegal in which the retired 50-year-old Senegalese people who have spent time in America and have a lot of free time, teach the children English. Through this program, the children will maintain their English as they receive education on the Senegalese culture and language from the formal Quaranic schools called daara in Wolof. When Fatou grows up, she said that she would go back to Senegal and teach the children English so that when they go or return to America, they won't be at a disadvantage of not knowing English.

The Importance of Language(s)

It is clear that in order to be successful in America, you have to know English. The importance of language is evident in Aida's case and the case of the children. If Aida didn't know how to speak English, how would she communicate with her customers that might not know how to speak Wolof or French? If the Senegalese-American children didn't know how to speak English, how would they interact and make friends with other children that only knew English? When Fatou first started going to school in America, she had a difficult time adjusting because at the first school she attended, nobody spoke Wolof, very few spoke French and she didn't know English. After transferring to a new school, she met children who could speak both Wolof and French and these friends helped her adapt to the new environment she was in. Almost all the Senegalese immigrants, whether children or adults, know either Wolof or French or both, but only a few know English upon arrival in America. Within time, most of the adults pick up the English language and the children learn English from going to school. Aside from culture and religion, language is also a bond that people share.