ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book demonstrates that the value of the increasing number of contributions under the auspices of translanguaging and associated trending terminologies. Ironically, the construct of institutional racism results from a structuralist mode of analysis that might be seen as too deterministic from a contemporary postmodernist perspective. Racial segregation was thus accomplished indirectly, through language assessments which favored a White, middle-class discourse community. Thus, racial segregation was accomplished through language assessment without any explicit focus on race. Turning to the notion of multilingualism, several authors have referenced the purported “multilingual turn” as well as the notion of “superdiversity,” which has been a preoccupation of primarily Western scholars. Transitional bilingual education and other programs that attempt to bridge from the child’s purported home language to the dominant language of instruction are based on this premise.
