Decolonizing US Latinx Students' Language: El Sur in the Schools of El Norte.

This article examines the educational experiences of racialized bilingual Latinx students in the United States, focusing on how dominant schooling institutions from the Global North discount their language and cultural knowledge systems. Using the concept of an epistemological Sur and a Latinx decolonizing sociolinguistic approach, it critiques prevailing educational tools—such as academic language and additive bilingualism—that marginalize Latinx students by imposing external categories and norms. Through the stories of two Latina students, Julia and Gisela, the article highlights how these students' dynamic bilingual practices and cultural identities are misunderstood and undervalued in schools. It proposes translanguaging, understood as a unitary, relational linguistic repertoire emerging from Latinx lived experience, as a decolonial pedagogical and research tool that can restore epistemic and cognitive justice by centering Latinx students' own knowledge and ways of languaging.