Abstract
The questions and issues that underlie bilingual education are constrained by deficit views about the abilities and experiences of language-minority students. In general, most research has emphasized how well students acquire English, assimilate into mainstream culture, and perform on tests of basic skills. Employing a sociocultural perspective that acknowledges the many resources that are available to children outside of the school, the author describes how research about children's communities can be used to enhance instruction. For this to work, researchers and teachers must redefine their roles so that they enter into collaborative working relationships that focus on ways of bringing about educational change.
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