ABSTRACT
This chapter summarizes overall results from the four communities of practice that were observed and reiterates the argument that the school collectively performed “bilingual community” through all of these groups working in alignment. Next, the chapter notes contributions of this research to the literature on parental involvement in bilingual education, particularly in the areas of linguistic capital and translingual practice. Based on the findings of this research, recommendations are offered to other schools that seek to unite diverse families. Finally, some limitations of this project are discussed, along with ideas for future investigation.
