I enjoyed Herrera and España’s chapter. I especially loved their point on ‘own voices’ literature and the ways in which it can guide or begin discussions on identity by using texts to rethink the notions of deficiency that “have been projected onto language-minoritized communities” (203). I find the idea that such texts open spaces for children from language-minoritized communities to write their own creative stories incredibly inspiring. Herrera and España also note that ‘own voices’ literature has impact within the family, the classroom community, and the at-large community in that it “leverages community funds of knowledge and builds critical language awareness” (204).
The section on the debate on using italics within children’s and YA literature reminded me of the video we saw a few weeks back in class on how using italics to emphasize/other/distinguish non-English languages is not representative of the ways in which bilingual and multilingual individuals use their native language in mix with English, aka translanguaging. Speaking of, he’s – Daniel José Older – mentioned in the chapter. This brings us to the point that such distinction between languages fail to represent the languaging reality of bilingual Latinx speakers.
I also enjoyed the examples the authors shed light on. The pure genius creativity and innovation of children' s books’ authors never fail to amaze me (e.g., Duncan Tonatiuh’s 2018 picture book Undocumented: A Worker’s Fight). I found it interesting how, the upper level elementary school texts more in-depth introduced and explored tensions in how language practices are welcomed or shamed. Herrera and España’s point on how curriculum and pedagogy often times utilize holidays and food as a way of inclusion but lack an understanding of children’s family, community, and bilingual/multilingual practices is interesting. As a Korean American immigrant, I've used holidays and foods to spread awareness about my culture and heritage to my peers but in regards to translanguaging and making space for the child to feel represented, seen, and heard in a linguistic sense, it makes sense to me that there needs to be more effort to include aspects of a child’s family, community, and daily bilingual practices. AKA more bilingual and multilingual translanguaging representation, on top of cultural representation.
I appreciated how the authors noted that the examples they shared reflect varied translanguaging practices within the Latinx community. The connection between how Spanish “comes in small ripples not waves” and oppressive anti-bilingual policies and practices, highlights how closely intertwined translanguaging or one’s perception of one’s native language in the U.S. is with the policies and practices that shape how they’re understood and received within the education system and society at-large.