ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book provides a journey across the landscape of the English Language Arts to discover patterns in the "data". It reveals that cultural and racial diversities are not the only types of difference that affect literacy and language development and use. The book reviews the problematic history of ELA research that "often has pathologized minoritized learners' cultural ways of knowing, families, and communities, as well as their language, literacy, and lives". It provides examples of alternative paradigms that seek to value and sustain the resources students bring and to use them for academic literacy development so students can move freely between literacy communities at school and in the home and community. The book suggests that vocabulary learning requires motivation and student engagement, and that word consciousness entails "both a cognitive and an affective stance towards word learning.".
