Thank you, Clara, for tying in personal experiences with the readings. I hadn't read García and Sánchez's paper, but the points you brought up are things that should be explored and talked about further in educational settings. I got to think about how theories on raciolinguistic ideologies are not abstract, but very closely intertwined with our daily lives. Being corrected for translanguaging resonates with me, even though it's not with Spanish and English.
I attended an international school in Korea, where the student population was primarily Korean, and the faculty was almost entirely white (often male). Faculty would 'strongly advise' using English and often give sanctions to students who spoke any Korean, even in group discussions where everyone was Korean. Bouncing off ideas or explaining new concepts in Korean to students who might be having a harder time understanding was frowned upon. I had friends who often hesitated to use their full linguistic repertoire and share their ideas because they weren't confident that it would make sense in English. If you couldn't express it in English, your voice would be unheard.
I also appreciate how you picked up on the idea of language as a colonizing tool. It's sobering to think about how language has been used historically to construct the borders and hierarchies that persist in modern-day school settings. Your reflection on dual-language programs was quite eye-opening; I hadn't fully considered how these initiatives could also erase places for lived experiences and become exclusionary if the spaces aren't created for the voices of the oppressed.
Framing translanguaging as 'epistemic disobedience' feels powerful because it shifts the narrative from one of deficiency to one of resistance. It makes me think about our role as students who are more aware of these matters. It challenged me to think of translanguaging as a commitment to recognizing people's language identities.