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There is widespread consensus that parental involvement in their children's education contributes to the children's success at school. However, it is also recognized that non-dominant populations, particularly immigrant families, face language and cultural barriers, racism, poverty, and other obstacles to navigating school practices that many families do not face. In this article, we argue for the need to reject overtly school-centered parental involvement practices in favor of collaborative partnerships that position parents as equal partners and decision-makers. We first present critical features that characterize home-school collaborative partnerships, based on key literature detailing research from this perspective. Second, we present 2 examples of attempts to forge home-school partnerships, based on qualitative research independently conducted by the coauthors. Finally, we discuss the challenges and possibilities of school-parent partnerships that are illustrated by these examples and conclude by suggesting potential pathways toward more collaborative partnerships.

Challenging the notion that English-medium instruction (EMI) is necessarily an English-only space, the authors argue for an alternative vision of EMI settings as spaces that benefit both emergent bi/multilinguals and their English-monolingual peers. Given that the enactment of EMI varies according to the underlying language ideologies of the educators who implement it, the authors argue for the importance of shifting from deficit-based monogolossic ideologies to more asset-based heteroglossic ideologies and of creating heteroglossic "implementational spaces" (Hornberger, 2005, p. 605). In such spaces, all students, particularly emergent bi/multilinguals, are encouraged to act as agents, strategically drawing upon the full range of their semiotic repertoires (Kusters, Spotti, Swanwick, & Tapio, 2017) in order to participate, learn, and contribute as full members of the classroom community. In this context, the critical question is how such heteroglossic practices can actually be enacted by teachers who are themselves not bi/multilingual. As a contribution to answering this question, the authors present two promising examples from two independently conducted qualitative studies, which were carried out in EMI mainstream classrooms in U.S. elementary schools, to show how such spaces might be actualized in practice. Then, using them as a point of reference, the authors discuss key issues in fostering and sustaining such spaces, and offer recommendations for teachers and teacher educators.

Through two qualitative case studies conducted over two years, this research examines the educational practices and perceptions of two working-class Mexican transnational families currently living in a Midwestern city in the United States. Findings indicate that for transnational families and their children, educational inclusion is about successfully developing the languages and language repertoires that children will need in their translocal educational institutions "here" and "there." Understanding Mexican transnational parents' perceptions of their children's educational needs may provide new insights into the ways in which their schooling experiences could be improved in more inclusive terms.

In conducting this review, we examine literature that explores the merits and shortcomings of ELP test design and testing as they have evolved over time through the current era of CCR standards. In the first section, we situate the role of language testing in its broader historical and policy context. In the second section, we examine the evolving construct and operationalization of academic language. In the third section we explore expanded conceptualizations of assessment in the CCR era, in particular the purposes and uses of interim and formative assessments as part of a systems-wide approach. Finally, we offer a set of questions as a heuristic for test developers and educational professionals to continue to think critically about the role of ELP assessments in supporting the educational opportunities of ELLs in local contexts.

In this article, we demonstrate how ethnodramatic writing can offer critically needed insights into the language learning and educational trajectories of a significant yet little researched group of immigrant English learners in community college settings. The participants' reflections and impressions about learning English and about U.S. culture were woven into two dramatic scenes. The authors employ Bakhtinian and postcolonial perspectives to analyze participants' language-use as they narrate their experiences and position themselves as speakers of English in U.S. societies. This study suggests that ethnodramatic writing when combined with critical analysis have much to offer both to researchers hoping to engage with qualitative data with greater reflexivity and to educational practitioners striving to understand and meet the needs of linguistically and culturally diverse adult English learners.