By law, language information of students in U.S. schools must be identified during enrollment. This information affects language screening, federal reporting, provision of services, and so on. In the Florida Heartland, analyses of observations, records, a language inventory (survey), and interviews show that some students and parents’ languages identified during registration are not recorded accurately. Raciolinguistic enregisterment played a role in registrars recording languages as others and in their differential questioning practices; employee training, policy, and the records system design also affected this linguistic re-formation. In the end, Indigenous Mexican languages were under measured by a factor of 19—for every 19 students whose parent spoke an Indigenous language, only one was recorded. Suggestions for improvement are provided.

根据法律，在注册过程中必须识别美国学校学生的语言信息。此信息会影响语言筛选，联邦报告，服务提供等。在佛罗里达州的心脏地带，对观察资料，记录，语言清单（调查）和访谈的分析表明，在注册过程中识别出的某些学生和家长的语言没有准确记录。种族语言登记在注册员录制其他语言时以及在他们不同的提问方式中发挥了作用；员工培训，政策和记录系统设计也影响了这种语言重组。最后，墨西哥土著语言的评估少了19倍，每19名父母说母语的学生中，只有一名被记录下来。提供了改进建议。