Abstract
This article discusses findings from a case study of one elementary bilingual paraeducator, highlighting how the recognition of situated cultural capital enabled her to move from traditional to constructive marginality. I argue that her actions, the actions of others, and conditions within the school enabled her to use culturally relevant funds of knowledge in working with language-minority children. I conclude that the resources paraeducators bring can be harnessed when stakeholders are committed to doing so. [paraeducators, cultural capital, constructive marginality, biliteracy, family literacy]
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