ABSTRACT
Chapter 6 begins with our discussion on how the TOS framework and TOS activities reflect the best practices supported by research and literature on effective writing instruction. TOS brings students’ cultural heritages and identities and lived experiences into the center of the teaching and learning of writing through the power of stories, understanding of similarities and differences, and taking social action collectively to improve their classroom, school, and community. The chapter discusses new directions and possibilities of TOS that include strengthening the social action component of TOS, using TOS as a new model for teaching emergent bilinguals and children with learning differences, and promoting teacher collaboration for implementation of TOS. It ends with a call for action and an invitation to all teachers to join the journey of becoming a culturally-informed teacher.
