This chapter explores the phenomenon of heritage language loss (mother tongue) and the implications for English only speakers born in the USA with parents who are first- and second-generation English language learners. Drawing from critical race theory (CRT), first language loss is examined in the perceptions of Americanism, nationalism, citizenship, otherness, and discrimination. In addition, the chapter examines the dynamics of Latinx parents' decision to encourage their children to speak English only and as a result erode their ability to speak their first language (L1) or mother tongue and cultural identity. The author makes the case for language maintenance and assurance of all children learning English, without losing their mother tongue.
This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.
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