it is part of a much longer history where the language practices of racialized communities, of low-income communities, have always been framed throug… - Nelson Flores

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it is part of a much longer history where the language practices of racialized communities, of low-income communities, have always been framed through a deficit lens. Now, if we even go back to the early years of European colonialism, we can see raciolinguistic ideologies being used to dehumanize indigenous communities. Where people would describe the language practices of indigenous peoples as, um, almost animalistic, as a form of dehumanization. Now, nowadays, people wouldn’t say things like, “People are speaking like animals,” or at least most people wouldn’t say that. Um, but the underlying logic of there’s something somehow deficient about the language practices of racialized communities has remained consistent since the early days of European colonialism. And so, it’s not surprising that the 30 million word gap is so seductive, because it reinforces all of these ideologies that people have been socialized into accepting, for multiple generations.

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About Nelson Flores

Nelson Flores studies how language and race intersect in bilingual education policies and practices in ways that are harmful to bilingual students of color. He is an Associate Professor in the Educational Linguistics Division at the University of Pennsylvania.

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Whenever we talk about social and academic language today, that’s really the legacy that we’ve inherited – a legacy of semilingualism, of suggesting that there’s something illegitimate about the language practices of racialized bilingual students.

what teachers can do on their day-to-day is really thinking about how they can strategically build on the home language practices of children. And you don’t have to know those languages, in order to be able to do that, right? Um, one thing that is very easy for an elementary school teacher to take a few minutes to do is to acknowledge that there are children in the class who speak languages other than English. And to ask them how to say a few words in that language, right? Um, you don’t have to know the language, but you’re acknowledging that there are children in your class who do know those languages, right?

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