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In this class we learned the dark history of what bilingual education has been in the United States.
To begin to have a critical mind, to interrogate power and to change the future of our classrooms we have to admit that injustice, denigration and racism were present in the education system toward certain groups of our society.

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It is important to admit that education caused irreparable damage and generational trauma to Native Americans with the implementation of Indian Boarding Schools.
It is important to admit that those in charge of the educational system deprived the Mexican American and Puerto Rican community of a very important linguistic ability, which is to be bilingual, to speak Spanish and English, due to Racio-linguistic ideals where Spanish was seen as an inferior language and English as the superior language.
It is important to admit that from history to the present day the linguistic diversity of different groups is still seen as deficient and racist for example  Ebonics as antonym of Black English.
It is important to recognize and learn from all the mistakes of the past in order to be able to fix them today.

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Positioning teachers and learners taught us to self-analyze our ideals and beliefs of students who are learning English.
Emergent  Bilinguals is a new term to support the intersectionality of students in a holistic way, and of students coming into the classroom with a home language other than English.
Dismantling colonial ideals is very difficult especially when most teachers come from a privileged background who cannot understand the difficulties of other groups in society.
Positioning students is very important as this could change their school experience in a positive and successful way.
Creating environments of respect and trust are vital in the classroom, a cultural responsive curriculum is one of the ways to change the old racist colonial ideologies, as is Translanguaging, and coteaching with students, that is, including students in decisions of the classrooms, the important use of Libros acompañantes, and  the teaching of history in an accurate and real way of  different groups in the United States.
It is necessary to stop using deficient labels for students whose native language is not English as we are limiting them to one factor and are not valuing all the learning, skills and strength that our students are bringing to the classroom.

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It is important to restore what has been lost. Throughout history we have learned that the Spanish-speaking community suffered a lot for speaking Spanish and thus depriving them of a very important linguistic ability in the real world.
physical and emotional abuse is an irreparable damage that was done to Native Indian students, to Spanish-speaking students and that is now being done to the Black community.
Depriving students of their linguistic diversity or their native language because they speak a different version of English or just because they don't speak English at all is trying to erase their identity and their experiences and this is something that we cannot allow the education system to continue doing.

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Gentrification is the modern form of old colonialism.
In the educational system we see how schools and bilingual programs are being taken over by people who have more privileges in society.
Examining the BEA we learned that it was initially created as a support for students who speak a language other than English but now it has been taken as an opportunity by people of privilege to continue to have more benefits and more power.
Gentrification is causing students generally of color to be left without the few resources that one day they were given.
It is important to recognize that bilingualism or the linguistic diversity of our students of color is very important and must be valued by society, not only value the bilingualism of white or privileged people, such as elite bilingualism.

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The pandemic was undoubtedly a great challenge for the educational system, remote education led children to be deprived of social interaction, filling them with confusion and unexpected emotional stress, this were the main concerns that school leaders saw as an obstacle to return to the normal educational system.
Why do we want to go back to the "normal" if the "normal" wasn't good in the first place?.
It is important to create a resource-rich curriculum for all students, respond to students' needs, and advocate for their rights.
Culturally Responsive Curriculum and Social Emotional Learning are essential factors that I plan to use in my classroom.