When Keith reviewed the first set of student work from his Global Issue Summit (see below), he was struck by its monolingualism in English.  Although students appreciated the opportunity to research how their chosen issue affects different cities around the world, the overwhelming majority of students conducted research exclusively in English.  Moreover, even though Keith's students regularly used their full linguistic repertoire during class discussions (especially when working in small groups), all students submitted final projects completed exclusively in English.  Keith reflected on the ways he framed the project and realized that even though he developed this project with the intent of enacting culturally and linguistically sustaining pedagogy, his failure to use multiple languages within his own instructional materials and rubrics limited its impact.

Based on his analysis, Keith continued to focus on becoming more explicit and intentional regarding his goals for students' languaging.  He identified new resources to use in future lessons, and started meeting one-on-one with students to talk about what it means to use one's full linguistic repertoire.  For example, during a narrative unit, Keith conferenced with students about how to "brave up" and use authentic voices to tell their stories.  The following example of one student's first and second draft illustrates the impact of this renewed emphasis.