Response to "Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of US Mexican Youth"

     One example that stood out to me from the reading is the one where the school only provides Beginner and Intermediate-level Spanish courses. Out of the Mexican students that are second and third generations, most can still understand basic Spanish from hearing the language from their ancestors. So, without providing advanced Spanish courses, it is a no-brainer why students are bored and uninterested. Without any advancement in their Spanish-speaking skills, students lack the opportunity to fully develop what prior knowledge they have of the language and culture. Thus, students grow up only knowing the basics and are not able to fully apply what they know in conversations that need the higher-level Spanish language knowledge.
     Another example involves the ESL classes. Having the students quickly become fluent in English and employing mostly teachers who do not speak Spanish discourage students from being connected to their heritage and culture. In order to keep the Spanish culture as well as learn American culture, teachers should also be more dedicated in understanding and knowing their students, rather than solely focusing on the curriculum and how to address it effectively.