Caldera, AltheriaBabino, Alexandra2023-08-082023-08-082020This is the published version of an article that is available at: https://www.researchgate.net/publication/339687818_MOVING_TOWARD_CULTURALLY_SUSTAINING_LANGUAGE_INSTRUCTION_THAT_RESISTS_WHITE_LANGUAGE_SUPREMACY. Recommended citation: Caldera, A., & Babino, A. (2020). Moving toward culturally sustaining language instruction that resists white language supremacy. The National Journal of Middle Grades Reform. 3, 9-15. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/15355https://www.researchgate.net/publication/339687818_MOVING_TOWARD_CULTURALLY_SUSTAINING_LANGUAGE_INSTRUCTION_THAT_RESISTS_WHITE_LANGUAGE_SUPREMACYIn this manuscript, we argue that language is central to students’ cultural identities and, therefore, should be validated in middle school classrooms. Additionally, we problematize the idea of “standard” languages and analyze how existing language hierarchies marginalize Students of Color through White language supremacy. White language supremacy can be defined as a belief in the superiority of Standard American English. In pedagogy, it manifests as teachers rejecting students’ preferred or home languages and dialects, forcing them to adopt the languaging practices of the dominant culture. Most importantly, we provide practical strategies for teachers who aim to enact culturally sustaining language instruction that resists White language supremacy.en-USMarginalized studentsLanguage instructionStudents of colorArticle