ABSTRACT
This chapter draws the book to a close by highlighting some of the wider trends observed and the insights they give us into 21st-century experiences of language maintenance and shift in superdiverse contexts. A particular focus is on the relationship between language, ethnicity and peer group formation in multiethnic schools, and what the Ferndale experience might teach us about building schools that better support the needs of migrant-background students. The role of attitudes in the wider society is also considered, alongside ways that individual citizens, teachers or schools might act to encourage multilingual students to flourish in their local communities.
