ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book examines the ways in which the teacher in a program for refugee women acts as classroom-level policy planner and maker. It describes a very different situation in which a policy to promote multilingualism has been implemented in two elite schools in Nepal. The book also examines an immensely important but under-examined topic—namely the need for teachers of science in today's schools to be adequately prepared to assist their English language learners gain mastery of content material in the science, technology, engineering, and mathematics areas. It also describes the ways in which the media in West Liberty, Iowa, portray a Spanish-English dual language immersion program in an extremely positive light. The book explores the situation in Jamaica mirrors that in many of the postcolonial nations throughout the world in which diglossia is common.
