Michelle F. Ramos Pellicia (Ph.D., The Ohio State University) is a Professor of Sociolinguistics specializing in Latinx communities at California State University San Marcos.Patricia MacGregor-Mendoza is Professor of Spanish and Linguistics in the Department of Languages and Linguistics at New Mexico State University, USA.Mercedes Niño-Murcia is Professor Emerita of Hispanic Linguistics in the Departments of Linguistics and Spanish & Portuguese at the University of Iowa, USA.

• ContentsList of ContributorsPrefaceAcknowledgementsPart 1: Raising Awareness of The Cultural and Linguistic Wealth of Multilingual CommunitiesChapter 1: Literacy Pedagogies in Tension: Young Latiné Children Literacy Competencies in the Rural Midwest, Laura Anna Edwards Chapter 2: Signs of Language Justice? Solidarity, Belonging, and Strategies for Fostering Linguistic Equity, Jhonni Rochelle Charisse CarrChapter 3: Heritage Spanish in the News: Understanding, Reevaluating, and Embracing One’s Heritage Language on the National Stage, Meghann Peace Part 2: Inspiring Paths for Empowering Members of Multilingual CommunitiesChapter 4: Discursively Silencing Latinx Child Immigrants in United States Mainstream Media, Megan StromChapter 5: “En Busca de un Mejor Futuro”: Interpreting for Undocumented Children in the Greater New Orleans Area as a Means of Advocating for Social Justice, Lisbeth A. Philip and Silvia Gómez JuárezChapter 6: Public Verbal Violence against Spanish-Speaking Migrants in the USA, Mercedes Niño-MurciaChapter 7: The Role of Heritage Bilingualism in Bringing Social Justice to Research, Ethan Kutlu and Diego Pascual y Cabo Part 3: Providing a Path for Educational Parity for Multilingual StudentsChapter 8: The Language/Linguistics Classroom as a Decolonizing Space through the Use of Culturally Sustaining Pedagogies, Michelle F. Ramos PelliciaChapter 9: Aprender con el Corazón: Awakening Consciousness and Negotiating Identity in the Name of Equity and Social Justice in the SHL Classroom, Gabriela MorenoChapter 10: The Fallacy of Academic Accountability for Culturally and Linguistically Diverse Learners: How the Linguistic Features of High-Stakes Tests Structure Inequity, Patricia MacGregor-Mendoza Chapter 11: Unlocking Word Structure in School: A Vehicle for Social Justice for Multilingual Learners, Michelle A. Duffy and Jean AnnChapter 12: Promoting Awareness of Social Justice Issues through Technology-Mediated Project-Based Language Learning, Ruslan Suvorov and Jesse GleasonIndex

Michelle F. Ramos Pellicia (Ph.D., The Ohio State University) is a Professor of Sociolinguistics specializing in Latinx communities at California State University San Marcos.Patricia MacGregor-Mendoza is Professor of Spanish and Linguistics in the Department of Languages and Linguistics at New Mexico State University, USA.Mercedes Niño-Murcia is Professor Emerita of Hispanic Linguistics in the Departments of Linguistics and Spanish & Portuguese at the University of Iowa, USA.

• ContentsList of ContributorsPrefaceAcknowledgementsPart 1: Raising Awareness of The Cultural and Linguistic Wealth of Multilingual CommunitiesChapter 1: Literacy Pedagogies in Tension: Young Latiné Children Literacy Competencies in the Rural Midwest, Laura Anna Edwards Chapter 2: Signs of Language Justice? Solidarity, Belonging, and Strategies for Fostering Linguistic Equity, Jhonni Rochelle Charisse CarrChapter 3: Heritage Spanish in the News: Understanding, Reevaluating, and Embracing One’s Heritage Language on the National Stage, Meghann Peace Part 2: Inspiring Paths for Empowering Members of Multilingual CommunitiesChapter 4: Discursively Silencing Latinx Child Immigrants in United States Mainstream Media, Megan StromChapter 5: “En Busca de un Mejor Futuro”: Interpreting for Undocumented Children in the Greater New Orleans Area as a Means of Advocating for Social Justice, Lisbeth A. Philip and Silvia Gómez JuárezChapter 6: Public Verbal Violence against Spanish-Speaking Migrants in the USA, Mercedes Niño-MurciaChapter 7: The Role of Heritage Bilingualism in Bringing Social Justice to Research, Ethan Kutlu and Diego Pascual y Cabo Part 3: Providing a Path for Educational Parity for Multilingual StudentsChapter 8: The Language/Linguistics Classroom as a Decolonizing Space through the Use of Culturally Sustaining Pedagogies, Michelle F. Ramos PelliciaChapter 9: Aprender con el Corazón: Awakening Consciousness and Negotiating Identity in the Name of Equity and Social Justice in the SHL Classroom, Gabriela MorenoChapter 10: The Fallacy of Academic Accountability for Culturally and Linguistically Diverse Learners: How the Linguistic Features of High-Stakes Tests Structure Inequity, Patricia MacGregor-Mendoza Chapter 11: Unlocking Word Structure in School: A Vehicle for Social Justice for Multilingual Learners, Michelle A. Duffy and Jean AnnChapter 12: Promoting Awareness of Social Justice Issues through Technology-Mediated Project-Based Language Learning, Ruslan Suvorov and Jesse GleasonIndex

Michelle F. Ramos Pellicia (Ph.D., The Ohio State University) is a Professor of Sociolinguistics specializing in Latinx communities at California State University San Marcos.Patricia MacGregor-Mendoza is Professor of Spanish and Linguistics in the Department of Languages and Linguistics at New Mexico State University, USA.Mercedes Niño-Murcia is Professor Emerita of Hispanic Linguistics in the Departments of Linguistics and Spanish & Portuguese at the University of Iowa, USA.

• ContentsList of ContributorsPrefaceAcknowledgementsPart 1: Raising Awareness of The Cultural and Linguistic Wealth of Multilingual CommunitiesChapter 1: Literacy Pedagogies in Tension: Young Latiné Children Literacy Competencies in the Rural Midwest, Laura Anna Edwards Chapter 2: Signs of Language Justice? Solidarity, Belonging, and Strategies for Fostering Linguistic Equity, Jhonni Rochelle Charisse CarrChapter 3: Heritage Spanish in the News: Understanding, Reevaluating, and Embracing One’s Heritage Language on the National Stage, Meghann Peace Part 2: Inspiring Paths for Empowering Members of Multilingual CommunitiesChapter 4: Discursively Silencing Latinx Child Immigrants in United States Mainstream Media, Megan StromChapter 5: “En Busca de un Mejor Futuro”: Interpreting for Undocumented Children in the Greater New Orleans Area as a Means of Advocating for Social Justice, Lisbeth A. Philip and Silvia Gómez JuárezChapter 6: Public Verbal Violence against Spanish-Speaking Migrants in the USA, Mercedes Niño-MurciaChapter 7: The Role of Heritage Bilingualism in Bringing Social Justice to Research, Ethan Kutlu and Diego Pascual y Cabo Part 3: Providing a Path for Educational Parity for Multilingual StudentsChapter 8: The Language/Linguistics Classroom as a Decolonizing Space through the Use of Culturally Sustaining Pedagogies, Michelle F. Ramos PelliciaChapter 9: Aprender con el Corazón: Awakening Consciousness and Negotiating Identity in the Name of Equity and Social Justice in the SHL Classroom, Gabriela MorenoChapter 10: The Fallacy of Academic Accountability for Culturally and Linguistically Diverse Learners: How the Linguistic Features of High-Stakes Tests Structure Inequity, Patricia MacGregor-Mendoza Chapter 11: Unlocking Word Structure in School: A Vehicle for Social Justice for Multilingual Learners, Michelle A. Duffy and Jean AnnChapter 12: Promoting Awareness of Social Justice Issues through Technology-Mediated Project-Based Language Learning, Ruslan Suvorov and Jesse GleasonIndex