Students like Marcos are at risk for receiving a “deficit” model of instruction that limits reading of academic, expository text, and keeps the writing focus on error and careful control of shorter passages or paragraph writing. And yet, with appropriate scaffolding and course design, Marcos is capable of doing work that some might deem too difficult or beyond such students’ comfort levels with the language. In fact, if Marcos is to develop the academic literacy needed in college, it is important that he be given opportunities for (1) extended reading, (2) challenging, compelling content, (3) writing tasks that develop competence and voice, and that focus on academic skills of recognizing main ideas, connecting information across chapters, citing, paraphrasing, and responding to text.