ABSTRACT
The concluding chapter addresses not only the limitations of the case study of the Spanish–English learning community program but also its potential for promoting access to college success by using minority languages as a resource for second language and academic literacy acquisition. Based on the case study, the book recommends looking beyond formal bilingual education programs to find innovative ways to help English as a Second Language students succeed by harnessing the benefits of the mother tongue and translanguaging. To that end, the chapter offers a discussion of how pedagogical and programmatic principles that emerged by linking Spanish and English academic literacy courses at BCC can be implemented in other learning contexts, including multilingual classrooms where students do not share the same mother tongue.
