The article "CABE: A Legacy of Promoting Equity and Access through Multilingualism and Multiculturalism" highlights the work of the California Association for Bilingual Education (CABE) in promoting equity and access through multilingualism and multiculturalism. CABE has published several books and conducted research to support these goals, including: 1. **Multicultural Education in Practice: Transforming One Community at a Time** by Lette Ramirez and Olivia Gallardo, which challenges the prevailing paradigm of American education and emphasizes the importance of addressing race, class, and gender issues. 2. **Pedagogies of Questioning: Bilingual Teacher Researchers and Transformative Inquiry** by Magaly Lavadenz, which explores the collaboration between universities, schools, and professional development academies to enhance bilingual teaching practices. 3. **Redesigning English-Medium Classrooms: Using Research to Enhance English Learner Achievement** by David Dolson and Laurie Burnham-Massey, which provides practical, research-based approaches to support English learners in English-medium classrooms. 4. **Negotiating Identities: Education for Empowerment in a Diverse Society** by Jim Cummins, which discusses how power relations in society influence interactions between teachers and students, and how culturally diverse students are disempowered in educational settings. The article also includes an editor's note reflecting on CABE's achievements and challenges over the past year, emphasizing the importance of biliteracy and the role of bilingual/dual language programs in meeting the Common Core Standards. It highlights the success of CABE's Project 2-INSPIRE, which has helped build partnerships between schools and parents, and other initiatives such as the annual CABE Art Contest and a project-based differentiated English Language Development (ELD) intervention program for Long Term English Learners (LTELs). The article concludes with a focus on "stories of educational success," including research findings from Project 2-INSPIRE and other programs, and emphasizes the importance of community engagement and innovative practices in achieving educational success for all students.The article "CABE: A Legacy of Promoting Equity and Access through Multilingualism and Multiculturalism" highlights the work of the California Association for Bilingual Education (CABE) in promoting equity and access through multilingualism and multiculturalism. CABE has published several books and conducted research to support these goals, including: 1. **Multicultural Education in Practice: Transforming One Community at a Time** by Lette Ramirez and Olivia Gallardo, which challenges the prevailing paradigm of American education and emphasizes the importance of addressing race, class, and gender issues. 2. **Pedagogies of Questioning: Bilingual Teacher Researchers and Transformative Inquiry** by Magaly Lavadenz, which explores the collaboration between universities, schools, and professional development academies to enhance bilingual teaching practices. 3. **Redesigning English-Medium Classrooms: Using Research to Enhance English Learner Achievement** by David Dolson and Laurie Burnham-Massey, which provides practical, research-based approaches to support English learners in English-medium classrooms. 4. **Negotiating Identities: Education for Empowerment in a Diverse Society** by Jim Cummins, which discusses how power relations in society influence interactions between teachers and students, and how culturally diverse students are disempowered in educational settings. The article also includes an editor's note reflecting on CABE's achievements and challenges over the past year, emphasizing the importance of biliteracy and the role of bilingual/dual language programs in meeting the Common Core Standards. It highlights the success of CABE's Project 2-INSPIRE, which has helped build partnerships between schools and parents, and other initiatives such as the annual CABE Art Contest and a project-based differentiated English Language Development (ELD) intervention program for Long Term English Learners (LTELs). The article concludes with a focus on "stories of educational success," including research findings from Project 2-INSPIRE and other programs, and emphasizes the importance of community engagement and innovative practices in achieving educational success for all students.