“…While that would be the ideal, students can maintain and expand in their multilingualism while developing high levels of academic English proficiency when their linguistic strengths are valued and built on in effective ways in instructional settings even when English is the dominant language of instruction. In a setting where English matters, but is not all that matters, student perspectives, linguistic backgrounds, and multiliteracies are valued, utilized, and built upon to help students gain access to different ways of being, knowing, and using language (Expósito, & Favela, 2003;Fine, Jaffe-Walter, Pedraza, Futch, & Stoudt, 2007;González, 1998González, , 2001. In such a setting, students and teachers have ways of talking about language, deconstructing it, reconstructing it, and thinking deeply about meaning as well as the power and privilege associated with certain forms (Brisk & Zisselsberger, 2011;de Oliveira & Dodds, 2010;Fang & Schleppegrell, 2010;Schleppegrell, 2010).…”