The elements of a school environment that promote school success for emergent bilingual and other linguistic minorities is, first and foremost, a welcoming environment that honors each student's language assets and that celebrates multilingualism, just as the case study of KAPPA International has shown. As sort of a by-product of the welcoming environment, the curriculum that really tailored towards their needs is also important. But I imagine such curriculum would be hard to realize in those schools with a relatively low percentage of emergent bilingual and other linguistic minorities. Leveraging students' own resources is also a successful practice at KAPPA International. They partnered students speaking the same language and build up a mentorship or buddy system to make students support each other. This approach disrupts traditional teacher-student hierarchies and positions students as agents of their own and others' learning. One of the factors that fail emergent bilingual and other linguistic minorities is inherited from the accountability system where teachers are "forced" to teach to tests. Under such government interventions, it is hard for teachers to not adopt a deficit view on their students. The denial of students enrolling in advanced classes is another element that fails emergent bilingual and other linguistic minorities. Most of the time, the schools deny their enrollment solely because of their "lack of" English proficiency and disregard their literacy skills, which hinders their success.
Translanguaging pedagogy in a bilingual classroom (where all students speaks the same language other than English) can be the teacher incorporating the other language into their teaching. Or, it is also fairly possible to just find a teacher that also speaks that language to conduct teaching. This scenario is somewhat like my experience in high school where all of us students speak Mandarin and our teachers teach in Mandarin and English, if they can speak Mandarin. Translanguaging pedagogy in a multilingual classroom might be more complicated, as I did not have any idea how this could work out before this week. However, the video series really informed me of how that could be like and challenged my assumption of language (or named language such as English, Spanish, Mandarin, ect.) is the only way to communicate. In the video series, many educators have demonstrated to us how we can make it happen if we are truly dedicated to. Some of them Also, As García reminds us, language is not the only way to communicate. Utilizing multimodal ways of communication could also be a resolution.