ABSTRACT
This chapter recognizes the challenges involved in bringing about change for the growing populations of students that fall under the umbrella category of linguistic diversity. It focuses on the resources that are available that need to be considered in school reform efforts, and on the need to prepare teachers to work effectively with culturally and linguistically diverse students. The chapter argues that these resources and efforts are necessary to improve teaching and learning practices, curricular materials, and assessments employed in schools serving diverse populations. It aims to show how teaching and professional learning opportunities can result in deeper appreciation of those who are speakers of languages other than English (LOTE) and non-dominant dialects. Students and educators considered monolingual, as opposed to bilingual, a binary that translanguaging theorists reject, can and should engage in translanguaging activities as these provide multiple benefits akin to what some literacy researchers have called transmediation.
