Purpose: In this commentary, we offer a critique of “A Viewpoint on Accent Services: Framing and Terminology Matter” (Grover et al., 2022). We argue that the authors' proposal to rename and reframe accent modification lacks criticality, which actually hinders—rather than advances—the movement toward equitable, culturally sustaining, and emancipatory practices. Method: We offer an analysis of the shortfall between the authors' calls for linguistic justice in “A Viewpoint on Accent Services” and the actual changes they proposed. We break down major gaps in criticality, reflexivity, practice, and vision and discuss their potential for undercutting meaningful progress as it relates to linguistic justice. Results: We found that the frameworks for the pursuit of equity, cultural sustenance, and emancipatory practices were misrepresented in the article in such a way that suggests that these goals could be achieved through superficial changes in terminology and attitudes. “A Viewpoint on Accent Services” upholds a power-neutral frame of operation that does not address the deeper systemic forces that make accent modification problematic. The lack of criticality toward accent intervention fosters complacency toward real transformation. Conclusion: We advocate for a serious and critical interrogation of accent practices and commitment to an emancipatory practice that addresses linguistic discrimination above all else. We emphasize the need to decenter standardized languages and to co-envision linguistic liberation using critical methods in scholarship, pedagogy, clinical practice, and policy.

Purpose: This article investigates caregivers' perceived experience as part of the first implementation of LENA Start for Arab American families in New York City, with particular attention to the children's bilingual status as heritage speakers raised in marginalized communities within the United States. Method: A qualitative analysis of a semistructured focus group interview conducted with five Arab American mothers who participated in the program was conducted to explore parents' perception and experience of the program using Glaserian grounded theory analysis. Results: Parents reported more talking and reading with their children after participation, but the recorded data showed the changes were not significant. Parents reported that they benefited from the program by gaining a sense of belonging and embracing bilingualism while facing systemic barriers to passing on their heritage language. Parents as a group displayed a range of feelings including fear, trust, appreciation, motivation, and internalized supremacy of Western practices. They also engaged in a range of actions and commitments (i.e., self-reflection, self-growth, and progress) in association with the program. The components reported to be most critical were outside of the scope of the manualized program, such as service delivery in Arabic, a trusting and mutually respectful relationship, and attentiveness to sociopolitical and cultural factors. Conclusion: The findings highlight the need for a holistic analysis of parent educational programs in marginalized communities to include qualitative methods that engage with the social, political, and cultural realities of families.