The author has also been quite clear about the degree of understanding that the household English had upon the author. We can surmise therefore that this form of English has quite a bit of influence upon a student’s performance at school since a significant impact of the nature of this English is upon the development of the understanding and perception of the student. In the author’s case, we can observe this phenomenon in full splendor when she states that:
“But to me, my mother’s English is perfectly clear, perfectly natural. It’s my mother tongue. Her language, as I hear it, is vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world.” (Lesser)
Not only do the implications fall upon the student’s performance in school but also it is quite apparent that they span across the entire development phase of the student’s life. In circumstances such as the one that the author has elaborated upon, we can see that in certain cases where the form of English spoken at home comes out to be inferior in any way to the form of English that the student is exposed to in school, a certain degree of insecurity may also take root in the student’s mind and we can deduce that this may increase the likelihood of a deterioration in the performance of the student. As Amy Tan points out:
“But to me, my mother’s English is perfectly clear, perfectly natural. It is my mother tongue. Her language, as I hear it, is vivid, direct and full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world.” (Lesser)
From the discussion presented above, we can conclude that the implication of the form of the English language spoken at a student’s home has undeniable implications upon the performance of the student in school and it serves to shape the fundamental perceptions that the student develops and exercises through the course of his/her life.