ABSTRACT
This concluding chapter aims to accomplish two objectives. First, we acknowledge that the chapters in this volume contain a wealth of research informed recommendations for inclusive pedagogical practices for the elementary classroom, the middle and secondary classroom, community and school linkages, and school and district reform. The first part of the chapter summarizes these recommendations and accompanies them with graphic organizers. These recommendations counter many current instructional practices that were borne out of a mythology surrounding the instruction of English language learners (ELLs). These myths have been outlined in the introductory chapter of this volume.
