Throughout this semester, I learned how language itself operates as a system of power and how its something that can open doors, limit opportunities, shape identities, and influence how people view one another. When I first entered this course, I believed English was simply a skill people needed to communicate with one another. I never questioned who decided what sounded right or wrong or how those standards affected bilingual people and anyone who speaks differently from Standardized English. Over time, through class readings, discussions, and my own writing assignments, I realized that language is and has never been neutral. It reflects history, privilege, discrimination, and identity.

One learning goal that deeply transformed me was understanding how attitudes toward Standard English can both empower and oppress. Before this class, I never thought about the social power behind linguistic expectations, and I rarely questioned why certain ways of speaking were seen as professional while others were judged and discriminated. My perspective began to change while writing my synthesis essay on Standard English. In that assignment, I research how different English accents challenge the idea of a single “standard” way of speaking and how Standard English became tied to intelligence, professionalism, and credibility.

Looking back at this part of my synthesis essay, I can see how my writing developed from simply sharing personal experiences to being able to make a broader, evidence based argument. In this quote, I explain that English in the United States has never had one correct accent and that what society calls standard English is really tied to power, not actual language rules. Writing this showed how I learned to use research, history, and class readings like Amy Tan and Lippi-Green to support a larger message. Before taking this class I wouldn’t have been able to connect different sources or explain how they work together, but this essay helped me practice organizing ideas, using evidence, and making a clear claim. This quote shows that my understanding of English expanded beyond just my own accent. I learned how language works in society and how to express that in a structured, academic way. It demonstrates how much stronger and more confident my writing became over the course of the semester.

As someone who speaks English with a Dominican accent, I suddenly recognized how often I have internalized these judgments without even noticing. This realization made me reflect on something important my professor Clenance pointed out to me. One day when my professor was revising my Synthesis essay on Standard English, I joked that I wouldn’t hire her because of how she spoke Spanish. Later on, this action made me realize that I had been participating in the same kind of linguistic bias I argued against in my synthesis essay. That moment forced me to confront my own internal assumptions and recognize how easy it is to absorb harmful beliefs about language without realizing it. This learning outcome wasn’t just about analyzing oppression in society but it was about recognizing how those same attitudes can appear within ourselves without being fully aware of it.

Another major moment of learning came from my Language & Literacy Narrative, where I explored my own journey as a bilingual Dominican student arriving in the U.S. at age seven. Writing that essay forced me to confront the emotional weight of learning English and the embarrassment, confusion, fear, and isolation I felt in classrooms where I couldn’t understand anything. For years, I was afraid to speak English in front of people because I thought my accent made me less correct.

 

When I look back at this part of my LLN essay, I can see how much clearer and more detailed my writing has become over the semester. In this quote, I explain my experiences with my accent, being questioned about where I’m from, and the moment I was judged during an English placement test. Before taking this class, I would have described these ideas very simply, but now I’m able to express them with more depth, structure, and reflection. This section shows that I learned how to give specific examples, add emotional context, and explain why these moments mattered. Writing this helped me move from just telling a story to explaining it in a way that readers can understand and connect with. It demonstrates how my understanding of English and my ability to communicate my experiences have gotten stronger throughout the semester.

Class discussions and peer feedback also played a major role in my growth. Hearing classmates talk about ways in which they have felt language discrimination made me realize how widespread linguistic discrimination is. Not everyone face it in the same way. It strengthened my empathy and encouraged me to become more open minded about different forms of communication. It also made me feel less alone because I realized that my struggles were not isolated but part of a larger system.

Overall, this course shaped both how I think about language and how I think about myself. It made me aware of invisible systems of power that govern everyday communication, and it helped me recognize when I, too, have participated in those systems. It helped me write with more confidence, honor my accent, and appreciate the voices of others. This is why I believe I have met the learning outcomes of taking this class, I not only understood the academic concepts, but I internalized them personally. I can now clearly identify linguistic bias, reflect on my own assumptions, and appreciate the diversity of English without holding one version above another. As this class have ended, the lessons will stay with me. Whether I am writing, speaking, applying for jobs, or communicating with people from different backgrounds.