Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first language (L1) users of English. The authors offer case studies of three students who fit this linguistic profile. They examine the ways that teachers working with these students struggle to make sense of this raciolinguistic category and often resort to discourses of languagelessness as an explanation. The researchers document the ways that these discourses negatively impact the educational supports provided to the students. The authors end with a call for developing new conceptualizations of the language practices of Latinx students in these programs that resist discourses of languagelessness and, instead, frame the fluid bilingualism of these students as a resource for learning.

中文翻译：

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“技术上是EL”：双语学校中种族语言类别的产生

无语的言论表明拉丁人在美国或英语中并不完全精通英语。这些话语产生了种族语言学范畴，将拉丁语的双语主义描述为缺乏和需要补救的地方。在本文中，研究人员研究了一种这样的种族语言学类别：双语课程的学生既被归类为英语学习者，又被归类为英语的第一语言（L1）用户。作者提供了三个适合这种语言背景的学生的案例研究。他们研究了与这些学生一起工作的教师如何努力理解这种种族语言学的类别，并经常诉诸无语言的话语作为解释。研究人员记录了这些话语对提供给学生的教育支持产生负面影响的方式。作者最后呼吁在这些计划中发展拉丁裔学生的语言实践的新概念化，以抵制无语的论述，而是将这些学生的流畅双语作为学习资源。