ABSTRACT
In previous chapters, we attempted to give some shape to the diverse, evolving landscapes of language practices of Mexican-descent families living in California and Texas. Here we pursue this effort, summarizing our findings in two key areas: first, the nature of intersections between sociocultural ecology, language practices, and identity, and second, the relationships among home language maintenance, literacy development, and schooling. Finally, with these summative texts in mind, we engage the implications of our findings for the work of educators, policymakers, and other advocates for linguistic-minority learners, concluding with a plea for a critical reformulation of the terms of debate over educational equity.
