ABSTRACT
There are two key aspects to an enlivening practice: First is a reflective practice that cues the author into her own stance and bias regarding her students and the content; then, there are the ways create inclusive and challenging structures for learning. Even in contexts of hyper segregation and the tyranny of low expectations each one of us teachers has the power to spark a fire in our learning communities a life-long aspiration for learning. Indeed, these authors shine a light on both principles and the practice. Shabaash Kemeh tells how family and teachers, in collaboration, create a supportive environment engaging family language and culture as a resource for academic progress. Cristina Alfaro and Lilia Bartolomé challenge us to get clear on both recognizing the linguistic capital involved in the process of tanslanguaging and other innovative forms of communication as well as the oppressive forces that attempt to stifle these social and cultural skills.
