garcia and otheguy (2016) were interested in the origins and validity of the language gap, and how the preconceptions of it impact bilingual and bidialectical children, specifically from latino and black backgrounds. they focused more so on how people talk about and understand language as a whole, especially within the education system. their argument claims language is a semiotic process that involves sound, touch, and gestures and should be seen as a translanguaging-internalist perspective. she offers historical context to give insight to the creation of the language gap and the biases it may hold. they suggest it began when "brown vs the board of education" (1954) and the civil rights act (1964) made it illegal to judge based on one's color or race; thus, exclusions needed to be made based on another trait. they build on flores and rosas' (2017) idea of raciolinguistics that suggests a new way to separate whites and non-whites. they continue to give historical context on the achievement gap in that it was a result of the no child left behind act (2001), despite its good intentions, it compared every race and background on a standardized test written in a white monolingual way. given the educational system functions on the dominant groups of society (i.e. white, standardized english, middle-upper class), it ignores the linguistic and cultural practices of minorities. the theory here is that it is not that families of differing backgrounds are not adequate in teaching their children how to speak, but teach them a different linguistic culture at home than the one taught in schools.