Earlier this year, a self-identified White, monolingual English-speaking teacher explained to me that, among other signs of her stupidity, Dr Baez’s … - Jonathan Rosa

While bilingual is understood as a valuable asset or goal for middle-class and upper-class students, for working-class and poor students it is framed as a disability that must be overcome

some of these genetic ancestry tests which proport to find race in your genes but, in fact, have to presume that race already lives in your genes in order to then find it there. If you understand race to be something historically constructed, then it doesn’t live in your genes.

Nelson Flores and I (2015) have shown how raciolinguistic ideologies relegate racialized students designated as Long-Term English Learners, Heritage Language Learners, and Standard English Learners to a perpetual status of linguistic deficiency regardless of the extent to which, from many perspectives, their linguistic practices might seem to correspond to standardized norms. Thus, we suggest shifting focus from modifying racially minoritized subjects' linguistic practices to contesting hegemonically positioned subjects' modes of perception.