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GROUP 1:  Cindy S, Cindy L, Qin Lu, Katherine

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GROUP 1:  Cindy S, Cindy L, Qin Lu, Katherine

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ARGUE: Balancing affirming BL with helping students navigate standardized expectations.

Should BL be it's own language or a language variety? (Same as Brooklyn Italo-American language)

Training is needed.

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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We need clarification on the difference between code switching and translanguaging (especially used by the teacher.)

Does the language model percentage decrease in Spanish by 10% year to year? Who determines the percentage decrease? How do

teachers measure the decrease? How do teachers know the difference between 90% S vs 80% S? What happens after 8th grade or in high school?

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Racial and linguistic injustice found in schools and society

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Racial and linguistic injustice found in schools and society

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The student decided to not limit himself. Instead of limiting himself to the 80/20 language allocation policy that suggested the suppression of other linguistic features to exclusively engage in Spanish, Jamaal

designed his own rules using BL features to complete the literacy activity while using BL as a resource (Flores, 2020). This part shows how Jamal was able to use what he knows, what he feels comfortable with including all his social emotional learning cognitive parts.

Moreover, Jamaal demonstrated how multilingual Black children flexibly engage with a wide range of their linguistic resources to accomplish literacy tasks, meta-

linguistic awareness, express their feelings, advocate for themselves, and much more (Frieson, 2021). Humanizing Black children’s genius begins with trusting them as the

experts of their own perspectives and voices. Creative writing also helps students engage with their own authentication in their work. We believe that students like Jamal challenge the system and also speak up for this marginalized group that are in constant gap.

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Group 4: Emmy, Gabriela, Denise, Melanie

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Group 4: Emmy, Gabriela, Denise, Melanie

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BL not being legitimate (pg 707, para 2)

How can we best implement BL as a language system in DLBE

Underfunded PD on BL

Using mainstream american english

funding

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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Teaching students metalanguaging /translanguaging skills so they know how to use all of the tools for learning. But it's difficult for teachers to teach that sometimes there isn't enough time to teach content area.

Humanizing curriculum through inclusivity of all cultures instead of humanizing one culture that might potentially leave out other cultures.

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This article makes us aspire to design classroom spaces where multilingual Black students see their full linguistic identities reflected and valued. We want to move from simply allowing translanguaging to intentionally affirming Black Language as academically powerful. It challenges us to examine how raciolinguistic ideologies may shape our instructional practices critically. Also, incorporating the black family in literacy (pg. 5)

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Group 4: Denise, Emmy, Gabriela, Melanie

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Group 4: Denise, Emmy, Gabriela, Melanie

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Amplifying Black Family Literacies

Learning through families to create a welcoming environment

Better recognition of BL as a language system and not as slang (pg. 710, para. 3)

Using translanguaging framework to enhance comprehension and engagement

Creating an environment free to rejection, a safe space for children to feel celebrated

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Group 1 (Cindy S., Cindy L, Qin Yu, Katherine)

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Group 1 (Cindy S., Cindy L, Qin Yu, Katherine)

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ASPIRE: (Pg 7) "reflection, investment, negotiation, and growth (RING)." - We aspire to become teachers that incorporate RING in our day to day practice. Encourage student's creative, flexible, strategic language use.

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Group 4: Denise, Emmy, Gabriela, Melanie

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Group 4: Denise, Emmy, Gabriela, Melanie

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Using translanguaging as a framework (pg. 708, para. 1)

Translanguaging is a political act (pg. 708, para. 3)

Recognizing BL as an actual language system (pg. 710, para. 3)

Children who use BL can use translanguaging to express their feelings and advocate for themselves (pg.710, transcription, para. ²)

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On page 3, there is a phrase we all agreed with: "language architect takes what they know about the general principles of language use in order to create their own unique voice in both their speaking and writing." This quote resonated with us because the teacher used BL to scaffold the reading. By leveraging the child’s B language, the teacher was able to deepen comprehension, clarify meaning, and co-construct understanding. This moment illustrated how drawing on a child’s full linguistic repertoire can effectively support meaning-making and affirm their developing voice.

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Group 4: Denise, Emmy, Gabriela, Melanie

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Group 4: Denise, Emmy, Gabriela, Melanie

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BL is a language that should be utilized in the classroom as an intellectual strength and as a cultural assest through translanguaging.

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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Teachers should let their bilingual emergent students

(pg. 713) Welcoming students by centering their voices, communities, literacy practices. The goal is growth for teachers! When teachers become students, the power dynamic disappears! Teachers start speaking similar to students, which creates a cultural/communal bond.

Humanizing black language students. Let them negotiate how they use BL (or Spanish or L2) and English. Humanizing students creates a bond/connection because starting to speak similarly to them means we (teachers) are listening! This is how we build community.

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Group 1 (Cindy S., Cindy L, Qin Yu, Katherine)

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Group 1 (Cindy S., Cindy L, Qin Yu, Katherine)

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AGREE: We can agree that schools devalue Black culture and language and that these policies can lead to erasure. We need to strip the idea of "correctness" or identify what is "standard", "formal".

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Society and schools view Black Language as illegitimate or "improper". However, the article argues that BL (Black Language) in educational settings enhances children's literacy and language development.

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Group 1 (Cindy S, Cindy L, QinYu & Katherine)

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Group 1 (Cindy S, Cindy L, QinYu & Katherine)

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Main Argument: Black Language (BL) is a rich, follows rules and is a culturally grounded linguistic system that is undervalued in schools. Black children in dual language bilingual education (DLBE) programs—demonstrate linguistic abilities that schools often ignore or suppress and view as deficit.

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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Group 3 (Karina, Esther, Stephanie M., Stephanie R.)

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Black language should be viewed as its own legitimate language system instead of a deficiency, and educators should use BL as a resource in their curriculum.