Children in Immigrant Families Becoming Literate

Catherine Compton-Lilly is the John C. Hungerpiller Chair in the College of Education at the University of South Carolina, USA.Stephanie Shedrow is an Assistant Professor of Teacher Education at St. Norbert College, USA.Dana Hagerman is an Assistant Professor of Language and Literacy at the Reading Recovery Center for Literacy at National Louis University, USA.Laura Hamman-Ortiz is an Assistant Professor of TESOL and Teacher Education and the Coordinator for the Undergraduate Program in Culturally and Linguistically Diverse (CLD) Education at the University of Northern Colorado, USA.Yao-Kai Chi is a scholar of language learning and learning identities and has a Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison, USA.Jieun Kim is an Adjunct Professor at Trinity International University, USA.Sun Young Lee is an Assistant Professor of Education at Wichita State University, USA.Kristin Papoi is a Clinical Assistant Professor and the Program Director for the Masters of Arts in Teaching at the University of North Carolina at Chapel Hill, USA.Erin Quast is an Assistant Professor of Elementary Literacy at Illinois State University, USA.Brooke Ward Taira is an Assistant Professor of Literacy Education at the University of Hawaiʻi at Mānoa, USA. Bingjie Zheng is a researcher in sociolinguistics and bi/multilingual education and has a Ph.D. in Second Language Acquisition Program from the University of Wisconsin-Madison, USA.

"This timely volume…offer[s] much-needed insights for educators to understand the languages, literacies, cultures, and other assets that children from non-dominant backgrounds bring to their schooling….This volume offers precisely this proleptic lens to help educators see the past, reimagine the future, and act on the present to rewrite the trajectories of long-lasting inequities."--From the Foreword by Guofang Li, University of British Columbia, Canada

• Foreword by Guofang LiIntroductionChapter 1: A Theoretical Tapestry of Sociocultural and Sociomaterial PerspectivesChapter 2: A Longitudinal MethodologyChapter 3: Neoliberal Messages and Being a "Good" Reader: The Cases of Carlos, Felipe, and ElinaChapter 4: Capital, Field, and Emergent Bilingual WritersChapter 5: Being and Becoming Multilingual across TimeChapter 6: Syncretic Literacy and Language Practices: The Case of JamesChapter 7: Sociomateriality and Becoming: Things and Doings across Time Chapter 8: ConclusionsAppendix A: Introducing the Children