These articles have a lot in common even though some focus on AAVE speakers and some focus on bilingual Spanish/English speakers. One clear thread running through all the papers is we, as teachers, should not expect to have speakers of “Standard English,” or a privileged variety of English, in our classrooms. When we do have speakers of other dialects or languages in our classrooms, we should not assume that they all have the same backgrounds, skill sets, or problems.

Another thread that goes through all of the articles is that they all want to debunk mistaken attitudes that composition scholars and instructors might have.

• Don't think that all composition students speak a "previliged variety of English," even if it seems that way in the Composition literature.
• Don’t think that written English is the same as, or even really affects spoken English
•  Don’t think that Standard English is necessary for success in the workplace or the classroom
•  Don’t think that learning to write academic English is just learning a new dialect. It is much more complicated and deep than that, and can entail making over one’s identity.
• Don’t think that students who are reluctant to learn Standard English are stupid or unprepared. They might have reasons that are related to community, identity, power and oppression.
•  Don’t think that a student who is engaged with and enthusiastic about learning academic English will do so in one semester. It is a long process and they might never speak/write it at a native level.
•   Don’t think that all bilingual students have the same issues or skills.
•  Don’t think that bilingual English learners have the same issues as those who are bilingual and speak English fluently.