Hi Benson! I really enjoyed reading your reponse - it made me think a lot. I agree with you that schools often treat fluency as a white and underachieving benchmark rather than a true benchmark for communication. This reminds me of some of the previous readings we've done, such that García and Kleifgen also point out that emergent bilinguals are often judged through a deficit lens, which shows how easily inequalities can be reproduced even when teachers think they are being “neutral”. I don’t have an answer to your question about assessment yet, but I think it's really interesting and thought-provoking. Maybe part of the change is to see translanguaging, Black language, ASL, and stuttering as valid signs of learning rather than deficits. Like you, I worry about neutrality - sometimes that just perpetuates the education system. Working towards linguistic equity probably means challenging the myths of fluency and standardization rather than reinforcing them.