Response to Moll and Gonzales

I seem to be having the same questions about this work that the post before me has already talked about. Getting to know the families and situations of foreign students may seem beneficial to those students, but what about the students that are already indigenous to the region? I seem to remember only a few foreign students in my entire twelve years of grammar and high school, so for me the time and effort that would be needed for this heavy task does not seem worth it if it were only benefitting a small amount of students. Our class discussion of morals and values can also come into play here. Maybe some students come from broken or abusive families, so should schools be encouraging children to ask others about their home life?
No doubt, the information presented by these foreign families sounds very entertaining and interesting for a class discussion or two, but if these practices that Moll and Gonzales speak of were ever implemented, I feel that it should be kept to a basic minimum. The authors mention that "many of the families know about repairs, carpentry, masonry, electrical wiring, fencing, and building codes" (161). The question emerges: How important are these skills to grammar students? Some of the projects given to these students also sound more like a field trip than actual work. It sounds like the projects are more concerned with finding activities that everyone can participate in rather than challenging students to their grade-level potential.
I could see these practices working effectively in a small classroom. The task seems too overwhelming for a crowded classroom, and from the looks of it, it sounds like crowded classrooms are what we have to look forward to in the future.