The connection you made between Barrett et al.'s critique of Standard Language Ideology and your personal experience with diverse Spanish dialects in your childhood environment stood out to me. The negative treatment of Chicanx and Caribbean Spanish by Barrett on page 133 demonstrates how language and race become connected targets for social control. The way Flores and Rosa on page 153 define standard/academic language as racialized ideological perceptions, rather than objective linguistic categories, became clear to me through this reading. The two readings illustrates that students who speak confidently in their home dialects face judgment about their language abilities because their speech deviates from established standards. The understanding of complex language situations by educators represents a crucial requirement for effective teaching practice. Teachers who fail to recognize Spanish language variations will perpetuate colonial ideologies that they attempt to teach. In this case, the readings demonstrate that educational spaces need to establish environments that support code-meshing and translanguaging practices to recognize students' complete linguistic abilities. Most educational institutions' readiness to adopt an additive approach remains uncertain because standardization ideology continues to dominate their operations.