schools should be socializing students to new language practices; the question is how they should be doing that, right? And, and from my perspective,… - Nelson Flores

I always say – I own my ideological position. I own where I’m coming from, and I own my locus of annunciation. I just push other scholars to do the same thing. If you’re using discourses that come from the specter of semilingualism, then just own that ideological position and say what you’re essentially saying is that everyone should speak like a normative white person. That’s not progressive and that’s not liberal, so don’t pretend that you’re progressive or liberal if you’re actually promoting an agenda that supports white supremacy. At least don’t be disingenuous and try to proport that what you’re saying is some type of objective representation rather than an ideological one.

This whole idea of a bilingual brain is still, from my opinion, coming from a monolingual perspective in the sense that most of the world is bi- or multilingual. Why are we exceptionalizing the, quote, “bilingual” brain instead of the quote, “monolingual” brain to begin with? Why aren’t we saying, “What are the unique cognitive traits of monolingual people who are the minority of the population?” Maybe a bilingual brain is just a brain and it’s the monolingual brain that’s actually this weird thing that we need to study. Of course, I don’t actually believe that, but I feel like some of the discourse exceptionalizing bilingualism, when we reverse it and really think about, well, if we describe monolingualism in that way, that would be really strange. Yet, “bilingual” describes more of the world’s population than “monolingual.” What exactly are we doing there?

oftentimes, in our work with teachers, we tend to frame the issue as, “We need to raise the consciousness of teachers,” and we kind of frame it as an individual thing, but the issue that we look at in this article – and I say “we” ’cause two of my doctoral students wrote it with me – are the ways that broader sociopolitical processes impact what is possible in the classroom, and what we, we call what institutional listening subject positions teachers aren’t able to have it. so, the school that we look at is a bilingual school, so we look at the ways that bilingualism is completely normalized in the school. But we think of that not solely as great teachers – and they are great teachers, but because of the history of political struggle that has allowed for these spaces to emerge. And so, it’s a combination of teachers who are onboard, and the possibility of this space emerging, through political struggle.