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“...it is not the English language that hurts me, but what the oppressors do with it, how they shape it to become a territory that limits and defines, how they make it a weapon that can shame, humiliate, colonize” (p. 168)

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The white listening subject is present in various ways in the classroom such as classroom libraries, standardized testing, disproportionate placement of students in special education, and more.

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"It is absolutely essential that the revolutionary power of black vernacular speech not be lost in contemporary culture"

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The framework of raciolinguistic ideologies allows us to push even further by examining not only the "eyes" of whiteness but also its "mouth" and "ears." (151)

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The framework of raciolinguistic ideologies allows us to push even further by examining not only the "eyes" of whiteness but also its "mouth" and "ears." (151)

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“They may claim otherwise, but colleges are truly ‘need blind’ in the worst possible way" (p. 7).

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We are conditioned since birth to perceive our identities within limited categories that are socially constructed.

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"Unlike monoglossic language ideologies that treat monolingualism as the norm, heteroglossic language ideologies position multilingualism as the norm and analyze the linguistic practices of language minoritized students from this multilingual perspective.”

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1. Hierarchies are natural and they can be treated like ladders, not ceilings

2. Experiences matter

3. Privilege means being at ease, no matter what the context

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...power shift from teaching students to follow rules of appropriateness to working with them as they struggle to imagine and enact alternative, more inclusive realities.

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An answer to the question asked in class today 

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An answer to the question asked in class today 

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"the road to social transformation is for teachers to both affirm AAE and acknowledge the inequity of the status quo while teaching their students “the discourse which would otherwise be used to exclude them from participating in and transforming the mainstream” (p. 165)

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Additive approaches to bilingual education operate with some similar assumptions to subtractive approaches and operate within discourses of “appropriateness” which reinforce “the conceptualization of standardized linguistic practices as objective sets of linguistic forms that are understood to be appropriate for academic settings.” (p. 150)

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Language appropriateness approaches contribute to the reproduction of “racial normativity by expecting language-minoritized students to model their linguistic practices after the white speaking subject” (p. 149).

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"No society will ever be equal. Questions about inequality are not "Is there inequality?" but instead "How much inequality is there, and what is its character?"(p.4).

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Addressing those who may feel that it is difficult to listen to other languages/dialects 

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Addressing those who may feel that it is difficult to listen to other languages/dialects 

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"I suggest that we may learn from spaces of silence as well as spaces of speech, that in the patient act of listening to another tongue we may subvert that culture of capitalist frenzy and consumption that demands all desire must be satisfied immediately, or we may disrupt that cultural imperialism that suggests one is worthy of being heard only if one speaks in standard English.”

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There will always be a natural presence of a hierarchy and thus it is difficult to attain an equal society

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I learned more about how Garcia thought that additive approaches still perpetuate monoglossic language ideologies because they place monolingualism as the norm and bilingualism as double monolingualism.

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"“Instead of entitlement, I have found that St. Paul’s increasingly cultivates privilege. Whereas elites of the past were entitled—building their worlds around the “right” breeding, connections, and culture—new elites develop privilege: a sense of self and a mode of interaction that advantage them. The old entitled elites constituted a class that worked to construct moats and walls around the resources that advantaged them. The new elite think of themselves as far more individualized, supposing that their position is a product of what they have done.”

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"It is from this ground that we see the extent to which “gender” as primarily a referent for the social relation between “Man” and “Woman,” regardless of intentionality, fundamentally obscures a far more complex and violent matrix of power and difference"