# data[].attributes.body
A connection I made with my personal experience is the student Ricardo in the reading was talking to the teacher and miscommunicated the wrong word to the teacher. I have trouble saying the wrong words and speaking in a incorrect grammar to people and I tend to get embarrass.

# data[].attributes.body
A question I still have is how us teachers can help students who are LTEL with their english skills, and help them to be more confident in the classroom and not to feel discouraged for saying a word wrong, and saying the wrong grammar.

# data[].attributes.body
Something I'm still thinking about is how teachers talk behind the students back to other teachers on how students should learn how to speak english properly when the student is a long term english learner (LTEL), and is still practicing and learning english.

# data[].attributes.body
Brooks says, "Another way in which literacy educators can engage with information from the survey is to modify existing instructional activities to explicitly incorporate students' shared linguistic experiences," (391). I think that this quote is so important because it is important for educators to have activities that allow students to share their linguistic experiences because it fosters a healthier environment for the students to reflect on their experiences and continue to grow.

# data[].attributes.body
I have a best friend who was born and raised in Mexico. I connected to the readings because she would tell me how when she moved to the United States, she had to take STAAR tests, and it was very scary and embarrassing for her because she still was not proficient in English, and her intelligence was questioned because of that. She also would explain her experience on how teachers would encourage her to become proficient in English, and not promote her practicing her Native language. As teachers, we have to do a better job at helping our bilingual students embrace both of their languages, so they can become proficient in both one day.

# data[].attributes.body
A question that I have is how we as teachers can support bilingual students and encourage them to use both languages when standardized testing almost enforces the idea that students have to be proficient primarily in English. By doing so, it takes away the idea that being bilingual is a good thing because teachers and students need to be so focused on standardized testing, that we are actually straying them from the benefits of bilingualism.

# data[].attributes.body
I would say the biggest question that I still have is what would it take to do away with standardized testing completely. I do not see any gain in these test but rather they disadvantage the students and the teachers. It keeps them confined in just learning what is needed to ace the exam but once that exam is over then what. They don't set the children up for academic success and it has been shown and alongside this the teachers are penalized if their students are presenting the scores the school wants even if the students are doing well academically it does not matter outside of the exam.

# data[].attributes.body
Something I am still thinking about is how some children are looked down upon or made fun of by their peers for speaking a different language or having an accent. This safe space we think that we make for these kids sometime do not exist outside of the walls of the classroom. I wonder what perpetuates these ideas and beliefs and what can do to stop them in our tracks and create a more forgiving and sympathetic world even outside the classroom.

# data[].attributes.body
"Is there a possibility to ever eradicate the state mandated tests, that only place added and unnecessary stress, not only on the students, but also on the educators?" I believe that when students are placed under excessive stress they eventually get to a point when they no longer care, because they are not finding learning to be something that they are enjoying. Students perform better when they are given the choice to learn what most interests them.

# data[].attributes.body
Something I am still thinking about is how the low assessment test scores are immediately associated to the CLD student's English proficiency and other considerations are overlooked, such as the fact that the state mandated test may not have been given in the language that the student is most proficient in.

# data[].attributes.body
"Moving Beyond 'limited English proficiency' in practice requires that they be treated holistically as individuals rather than being defined by a language policy classification" (Brooks, 2020, p. 94).

Indeed, this was a quote that stood out to me the most and captured the essence of the article. I agree with the author that educators and leaders in the field need to validate all aspects that surround the CLD student; especially their background knowledge, linguistic abilities, and the diverse experiences they have surrounding literacy.

# data[].attributes.body
I know that this the very first quote that is on the page but even after reading it all. This singular quote still stayed with me because all I could think about was my parents. All I could think of was how maybe someone may have thought this about my parents or even worse may have said it to them. The quote I am referring to is, "I don't think these kids will ever learn to speak English properly" (Anonymous, 89). This just shows how some people just have no faith or hope and it really saddened me because both of my parents were ESL kids and it makes me fear that this was their reality. My mom tells me story about how her mother who was a teacher had a problem with them speaking Spanish and my dad and his two sisters struggled in school because they did not know English and were looked down upon because of such. My dad used to feel that his bilingualism was a curse but as he grew older he learned it to be a blessing as it helped him with his career as a Spanish linguist in the Air Force.

# data[].attributes.body
I am still thinking how students with L1 Spanish language are treated differently. Me personally have experience this situation since my L2 is English. I grew up with an accent that it took me a while to accept it. Teacher have to understand that for students are in challenge to learn and transition to a language they are not use to. Therefore, teachers have to be equal or even try to help those that need extra help. By doing that you will be a great teacher and not just good teacher.

# data[].attributes.body
A question i have is for us future teachers can transition from CDL to ELLs students if we have a diverse classroom?
I am bring this up because in one of my observations i experince a teacher having 1st and 2nd graders learning different lessons at the same time. Which i am so impressed on how the mentor had the ability to do that.
How can we process this situation or how can we stop 2 grade levels having to transition languages.

# data[].attributes.body
I found this reading interested in the way that CDL students have different modification on learning than ELLs. Since i am a bilingual future educator i will see myself not having no problem transitioning to the languages. I do know this will be challenging and this chapter showed me to have patients and to love what we are building now for our future students.

# data[].attributes.body
I found this chapter to be a good reading. I have never had to worry about language barriers since I only know how to speak/read/write in English. So this chapter really gave me insight on how difficult it can be for ELL or CDL to transition from one education/culture to the next and how important it is for us as teachers to really put in the work and effort to know our students and learn as much as we can about them. While we will learn about tools and strategies while getting our degree; when faced with these situations I believe that learning from the student is the most important thing we can do and then base our tools/strategies/education around them. I grew up with an Air Force dad and I am now married to my husband who is in the Air Force, while we may not have had to learn a different language we did have to adapt to different curriculums, teachers, friend groups environmental surroundings that didn't always have the best experience and it wasn't always easy because there are teachers who don't understand or can relate to that lifestyle of the military.

# data[].attributes.body
Some questions I had at the end of the readings are:
1) What accommodations or modifications can I provide to support my student's learning and academic success?
2) How can I involve the student's family in their education to create a stronger support system?
3) How can I differentiate instruction to meet the diverse needs of ELLs and bilingual students within the classroom?

# data[].attributes.body
In the future as an educator, I know not to view my student's linguistic challenges as a hindrance but as a way to reveal their abilities. The readings also make me think about how I need to be empathetic and have patience, although it will be challenging helping students who struggle will help me develop these qualities further. I want to be able to create a pathway for an academic and supportive environment for my ELLs and provide them with the reading materials and practices they need to assist them.

# data[].attributes.body
"This interaction in the office also highlighted the special burden that bilinguals, particularly those bilinguals who are from racially minoritized groups, carry; they are linguistically “suspicious.” Any divergence from the standard monolingual norm or any misunderstanding can call their language proficiency into question." (Brooks,90). This quote spoke to me because I think of all the bilingual students I've come across in my education as a student and as a future teacher. I never thought about how students can be looked at and treated differently just because they're bilingual or have difficulties speaking English.

# data[].attributes.body
I'm still thinking about how, in schools, teachers think that just because a student doesn't speak or write English like a native, that they don't understand what they are talking about. Most of the time, non-English speakers understand everything they read or hear it is just a little bit harder to speak it or write it, but that doesn't mean they don't know.

# data[].attributes.body
I grew up in Mexico and moved to the USA in sixth grade. In my school in Mexico, all classes were taught in English, so I grew up with both languages (English and Spanish). When I moved to Texas, they automatically assumed that I didn't know English and placed me in ESL classes. The teachers couldn't understand how I knew how to speak and write in English and even made me go to the principals office where they made me have a conversation with the director so that they could determine if my English was good enough or not. After that they moved me to regular classes. I though it wasn't fair that I had to prove myself in front of a lot of teachers when I had told them that I had been in a bilingual school my whole life. I think students should be given a chance to prove themselves and show the world that they are smarter than what the other people think.

# data[].attributes.headline
Sofia Saldana - Quote that speaks to me 

# data[].attributes.subject
Sofia Saldana - Quote that speaks to me 

# data[].attributes.body
"If the goal of our educational system is to create students who are able to independently construct meaning from texts written by distant authors, then their classroom experiences must offer a variety of opportunities to engage in these practices" (Brooks, 92). I like this quote because in most cases, what students are learning in the classrooms, is not the same as what is on standardized tests or even some homework and that needs to changed in order for the students to do better and actually understand the concepts presented during testing.

# data[].attributes.body
Would it be possible to get rid of standardized testing to measure teachers and students' performance? I have read articles about how Finland is number one in education and they do not have standardized testing. Also there is a lot of money spent in these type of tests while that money can be invested in the students, teachers and facilities. Teachers' performance can be truly measure with these type of tests particularly in Title I underfunded and overcrowded schools with marginalized minority students whose needs are not addressed properly. I think the stress that the students feel about the test is unnecessary and do not truly reflect the students' abilities.

# data[].attributes.body
The reason why I chose the quote on page 90 is because my children, who are bilingual students, were always tracked because of their STAAR test results. They started English-only school where we used to live and unfortunately they couldn't join a dual language school here in San Antonio. Although they were honor roll A students even in  English Language Arts, they did not perform well in the standardized test because they had test anxiety. In middle school, there was no much emphasis on the STAAR test as they do in elementary, therefore, my kids were able to get masters. This was also due to the fact that in middle school they got constantly tested and they got use to it.

# data[].attributes.body
"When these [LTEL] students do not meet expected benchmarks on standardized assessments of literacy in English, their failure to meet these goals is attributed to their limited English proficiency.” (Brooks, p.90) There are many factors that need to be consider before blaming bilingualism or English proficiency, such as the example of reading silently during the tests while in class we (teachers) encourage Emergent bilingual and all students to read aloud, talk to their partners and keep moving and engaged. I also attribute part of the problem to the lack of culturally relevant literature which is also why students disengage from reading and therefore the lack of reading comprehension.

# data[].attributes.body
I'm still reflecting on the decision to end the chapter by discussing Valeria's experience and the significance of Jesus Christ in her life. I must admit, it caught me off guard and left me somewhat unsettled.

# data[].attributes.body
I can personally relate to the concept described on page 92, where the educational system strives to cultivate independent thinking skills. Throughout my own educational journey, the activities and teaching methods employed in the classroom have significantly influenced my learning process.

From what I have observed, teachers have adopted diverse instructional approaches to navigate the challenges they face. They constantly strive to strike a delicate balance between fulfilling curriculum requirements and fostering our reading abilities. Some teachers incorporate reading strategies into their lessons in a subtle manner, while others make a deliberate effort to explicitly integrate reading comprehension skills.

# data[].attributes.body
"If the goal of our educational system is to create students who are able to
independently construct meaning from texts written by distant authors, then
their classroom experiences must o(er a variety of opportunities to engage
in these practices." pg 92

# data[].attributes.body
When I was in high school how the teachers treated bilingual students, and how these students were not the teacher main focus. The teacher just pushed kids to back of class.

# data[].attributes.body
How can we as teachers continue to help teach these bilingual students in English, but also support them with their native language? Can we use both their native language as well as English for assignments (so they know we are not wanting them to forget their first lanuage while learning a new one)

# data[].attributes.body
"This does not mean ignoring the fact that students are bilingual
and their bilingualism in certain situations will provide unique a(ordances or dif-
"culties. However, it means recognizing students as individuals with multifaceted
linguistic abilities" (pg 93)