This mindset should be reexamined to include students who only use English, including multiple varieties of English.

Studies (e.g., Pratt et al., 2023) show that when language and literacy activities are related to their home culture, family events, and family experiences, multilingual learners are more engaged in learning.

this challenge should not prevent minoritized students from learning standardized English since withholding access to the dominant variety of English may do a disservice to raciolinguistically diverse students (e.g., Delpit, 1995; Tardy, 2016).

teachers may consider de-universalized assessment criteria by prioritizing negotiation with learners' unique aspirations, desires, and linguistic tools.

the texts written and illustrated by Latine authors by and about Latine excellence, experiences, and stories served as culturally sustaining identity texts for Latine students.

Yet, educators may also feel obligated to help students access the dominant variety to pass high-stakes tests, for example, where hegemonic and monoglossic understandings of language use are pervasive and the power of white standardized English is perpetuated.

normality, as well as the monoglossic, raciolinguistic ideologies framing our understanding of normality, should be critiqued and challenged in order to decenter Eurocentric theories

language is viewed as an ideological symbol, beyond a pragmatic skill and tool, which is represented by the English Only movement and its colonial history.

Progressive scholars claiming that we should resist white standardized English and English Only policies are complicit in reifying these norms when we write and present in only English

Unless we accommodate white standardized English, it is almost impossible to succeed in a dominant society, as (1995) would argue.

unless systemic racism is eradicated--which would require significant structural changes--racialized students will continue to suffer from raciolinguistic stigmatization.

However, this approach was critiqued by educators such as Lisa Delpit (1995) for its neglect of social, linguistic, and economic disparities that disadvantaged racially minoritized students

they view languages as discrete rather than reflecting the fluid language practices that exist in multilingual communities.

monoglossic ideologies inform policies that function as gatekeepers of linguistic and cultural capital (Gomez, 2015).

DLE has been criticized for perpetuating raciolinguistic inequality between white bilingualism, which is highly valued, and racialized bilingualism, which continues to be positioned as deficient

misrepresented DLE as "Spanish-only" programs that result in underachievement, although research has shown that developing both Spanish literacy and English proficiency can lead to higher success in English (MacSwan et al., 2017)

Although these laws were often symbolic, in some cases, they have curtailed multilingual services and led to English Only education policies, which have impacted raciolinguistically diverse learners in literacy contexts

Language policies are often based on raciolinguistic ideologies, which can mediate covert linguistic racism, i.e., linguistic practices that connect to political-economic structures from which bias emerges, resulting in projects of racialization and white supremacy (Kroskrity, 2021).

The linguistic resources of raciolinguistically diverse individuals are viewed from a deficit perspective because of the hegemony of white standardized English.

For instance, language expresses the identities of individuals, which influences their literacy learning in a positive or negative manner

all languages are seen as inseparable entities for learning (Garcia, 2009), and students' home languages and cultures are valued.

theoretical perspectives on additive multilingualism, which is based on heteroglossic language ideologies that view languages as integrated, diverse, and multidimensional.

Consequently, emergent multilinguals may withdraw from participating in literacy activities when white standardized English is normalized and their linguistic and cultural differences are not accommodated (Yoon, 2008) or when they are excluded from the dominant culture and classroom (Souto-Manning et al., 2021).

studies also demonstrate inequities for raciolinguistically diverse emergent multilinguals, whose heritage languages are often treated as obstacles to English proficiency that need to be eliminated (Yoon, 2015) while learners are expected to "assimilate their language practices towards idealised whiteness" (Cushing, 2023, p. 1).

The discourse on diversity in literacy education is often framed by race and ethnicity, but racial and ethnic identities can be more fully understood when we consider how historically minoritized learners are positioned linguistically within literacy instruction.

this approach legitimates the power of white standardized English and fails to address the fundamental problem of racism.

When reading to learn, also called study reading, it is never enough to sit back with your reading material, move your eyes across page after page until you’ve reached the end of your assignment, and expect to remember what you just read, let alone actually learn what you needed to or were expected to from the reading. Therefore, you need to be an active reader.