Hi Hector!
I really like what you said about making linguistic practices feel ordinary rather than exceptional. Valente's point about mundanity shifted my thinking as well. When I watched how the classe LSF community operated, I kept coming back to the idea that inclusion only works when everyone participates in the communicative work, not just the student labeled "different." Your example about students turning their bodies and attending to signing reminded me that access often comes from very small, shared habits and not always grand plans.
I also appreciate how you connected this to Baker-Bell. When she writes about students realizing, "I always thought it was wrong," it echoes what you saw at camp: young people discovering the histories of the language they already use. That kind of critical language awareness feels like an entry point for justice work that is actually doable with kids.
Your mention of intersecting identities resonated with me as well. I've seen students who are both language-minoritized and labeled disabled experience lowered expectations in ways their peers don't. Phuong and Venegas helped me name that pattern more clearly. Your points also connect to Rosa and Flores' raciolinguistic perspective, which argues that students are judged through expectations shaped by whiteness rather than their actual linguistic competence. And Garcia's framing of emergent bilinguals reinforces students' full repertoires only flourish when the environment treats them as legitimate from the start, which is why translanguaging spaces matter.
I really like what you said about making linguistic practices feel ordinary rather than exceptional. Valente's point about mundanity shifted my thinking as well. When I watched how the classe LSF community operated, I kept coming back to the idea that inclusion only works when everyone participates in the communicative work, not just the student labeled "different." Your example about students turning their bodies and attending to signing reminded me that access often comes from very small, shared habits and not always grand plans.
I also appreciate how you connected this to Baker-Bell. When she writes about students realizing, "I always thought it was wrong," it echoes what you saw at camp: young people discovering the histories of the language they already use. That kind of critical language awareness feels like an entry point for justice work that is actually doable with kids.
Your mention of intersecting identities resonated with me as well. I've seen students who are both language-minoritized and labeled disabled experience lowered expectations in ways their peers don't. Phuong and Venegas helped me name that pattern more clearly. Your points also connect to Rosa and Flores' raciolinguistic perspective, which argues that students are judged through expectations shaped by whiteness rather than their actual linguistic competence. And Garcia's framing of emergent bilinguals reinforces students' full repertoires only flourish when the environment treats them as legitimate from the start, which is why translanguaging spaces matter.