What We Experience is What We Value: Perceptions of Home Language Practices by Latinx Emergent Bilinguals Labeled as Disabled

Deficit perspectives of emergent bilinguals labeled as disabled (EBLADs) keep them out of bilingual spaces while ignoring their actual linguistic practices and a large part of their educational needs. In creating and reinforcing linguistic divisions, schools do not create monolingual children, but rather remove the support that bilingual children need while instilling in them deficit perspectives of their home language practices. In other words, by placing EBLADs in monolingual English classrooms, schools do not facilitate faster adoptions of English; instead they communicate intrinsic ideas of how home language practices do not belong in the school and do not serve an