Hi Irene!
I really liked the connections you made between language. migration status, and broader systemic structures of belonging. I also find it frustrating that schools still frame educational struggles as problems within families or the students themselves instead of interrogating the systemic structures that perpetuate inequality and education for students. We especially saw this in the example given by Phuong and Cioè-Peña, in the case of Paty and Dan it shows how he was blaming her mom for not learning English fast enough when in reality it was the broader violent structures that affected her learning path with English and Dan did not even take other factors into account such as her age and how Paty was not born in the US but migrated there. Furthermore, when it comes to your points about idea of equality vs the reality and your reflection on monolingualism because really bring points of how multilingualism is often treated as a disability and it is even discouraged for students who are disabled. Ultimately this demonstrates how language policing is less about linguistic ability and more about protecting power structures tied to whiteness and nationalism.
I really liked the connections you made between language. migration status, and broader systemic structures of belonging. I also find it frustrating that schools still frame educational struggles as problems within families or the students themselves instead of interrogating the systemic structures that perpetuate inequality and education for students. We especially saw this in the example given by Phuong and Cioè-Peña, in the case of Paty and Dan it shows how he was blaming her mom for not learning English fast enough when in reality it was the broader violent structures that affected her learning path with English and Dan did not even take other factors into account such as her age and how Paty was not born in the US but migrated there. Furthermore, when it comes to your points about idea of equality vs the reality and your reflection on monolingualism because really bring points of how multilingualism is often treated as a disability and it is even discouraged for students who are disabled. Ultimately this demonstrates how language policing is less about linguistic ability and more about protecting power structures tied to whiteness and nationalism.