The language brought to the New World by the Spanish during the late fifteenth century had two imperfect subjunctive forms--the -ra form (which evolved from the Latin pluperfect indicative) and the -se verb form (from the Latin pluperfect subjunctive). The -ra verb form was also employed occasionally as a pluperfect indicative, an etymologically justifiable use common in earlier centuries. Thus, the language of the conquistadores had one verbal function with two forms (the imperfect subjunctive, with its -ra and -se variants) and at least one form with two distinct functions (the -ra form). Universal linguistic tendencies dictate that under such circumstances a simplification is inevitable. Of course, such a simplification is a slow process, normally involving generations of speakers. This study, based on the statistical evaluation of non-literary sources (including verbatim transcriptions of actual speech wherever possible) proves that in the early sixteenth century the -se subjunctive form demonstrated a marked predominance in frequency of occurrence over the -ra variant, and that with the passage of time the -ra subjunctive supplanted the -se form almost totally in the speech of Mexico. Also demonstrated is the fact that the -ra indicative form, despite its renaissance in Romantic literature and its frequent use in modern journalism, has never played a significant part in the verbal paradigm of Mexican Spanish. The net result is that both the -se subjunctive and the -ra indicative have essentially disappeared from common use in Spanish America, the imperfect subjunctive now having a single form (the -ra) and the -ra form a unique function.

Immigrant deaf students of color (IDSOC) are often left out of the academic, professional, political, and national conversations regarding general and deaf education in the U.S. There is little research on how IDSOC navigate classroom discourse in the U.S., though the number of IDSOC is steadily increasing in the past three decades (as inferred from Stone-MacDonald, 2018). If you consider that 80% to 90% of teachers of the deaf are White hearing women who are very likely not prepared for the linguistic and cultural diversity in their classrooms (Cannon & Luckner, 2016), I argue that the school system is consequently failing IDSOC because issues related to race, disability, and immigration and thus unique to this particular student population are not being addressed. I ask, “how do IDSOC navigate discourses in U.S. Deaf Education classroom spaces, and how do their intersectional identities impact their experiences?” The objectives of this research study involve shedding light on the experiences of IDSOC in the classroom, which have not yet been understood. This centers the voices and lived experiences of IDSOC and make more possible their role as potential critical partners in their own education and to better engage teachers, school staff, and families in greater and better representation ofIDSOC in classroom narratives. In this study, I addressed three questions about discourse practices in relation to intersectional identities and languaging: 1) How do IDSOC use the different language/s they know when negotiating between home and school discourses?; 2) How do the intersectional identities of IDSOC influence their everyday experiences interacting with teachers and peers in deaf schools/programs? and 3) How do IDSOC and their teachers perform and negotiate classroom discourse and address discourse tensions? To answer these research questions, I employed a qualitative case study design utilizing interviews, school observations, and writing samples of a group of IDSOC and the professionals who serve them. I employed the theoretical framework of disability critical race theory (Annamma et al., 2013), intersectionality (Crenshow, 1989), and raciolinguistic ideologies (Alim et al., 2016) to address the multilayered issues faced by IDSOC. In order to fill this dearth in research on the education of IDSOC from the perspective of the students themselves and how language ideologies manifest and have consequences in terms of discourse and academic outcomes, I propose to utilize these theories to analyze classroom discourse among IDSOC and the adults they encounter in the classroom and to highlight the experiences of IDSOC from their own perspectives.

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