In this commentary, Flores states that language policing traps language-minoritized students in the position of having to reject their home language practices as inferior to the language practices of schooling. Language-minoritized students who are unable or unwilling to conform to these expectations, says Flores, are placed in the solitary confinement of remediation programs, thereby continuing the cycle of the miseducation of communities of color. In contrast, language exploration supports language-minoritized students in becoming language architects who are able to apply the knowledge that they gained through their critical inquiry to design language in their own terms and for their own purposes. Supporting language-minoritized students in becoming language architects would be an important first step in combatting marginalizing spaces that continue to persist in US classrooms. [Additional Resources are provided. ]