Jonathan Rosa

TL;DR: The authors argue that appropriateness-based approaches to language education are implicated in the reproduction of racial normativity by expounding on theories of language ideologies and racialization, and they offer a perspective from which students classified as long-term English learners, heritage language learners, and Standard English learners can be understood to inhabit a shared racial positioning that frames their linguistic practices as deficient regardless of how closely they follow supposed rules of appropriATeness.

TL;DR: In this article, the authors discuss how and why social media platforms have become powerful sites for documenting and challenging episodes of police brutality and the misrepresentation of racialized bodies in mainstream media.

TL;DR: This paper explore the historical and contemporary co-naturalization of language and race and explore five key components of a raciolinguistic perspective: (i) perceptions of racial and linguistic difference; (ii) regimentations of race and linguistic categories; (iii) racial intersections and assemblages; and (iv) contestations of racial power formations.

TL;DR: The authors examined the relationship between language standardization and languagelessness in contemporary framings of U.S. high school, institutional policies, and scholarly conceptions of language, and analyzed the racialized ways that these ideologies become linked in theory, policy, and everyday interactions.

TL;DR: Rosa et al. as mentioned in this paper examined the emergence of linguistic and ethnoracial categories in the context of contemporary US constructions of Latinidad, focusing specifically on youth socialization to US Latinidad as a contemporary site of political anxiety, "raciolinguistic transformation, and urban inequity".