Dr Nancy H. Hornberger is Professor of Education and Director of Educational Linguistics at the University of Pennsylvania Graduate School of Education, where she also convenes the annual Ethnography in Education Research Forum. She specializes and has published widely in sociolinguistics, language planning, bilingualism and biliteracy, and educational policy and practice for indigenous and immigrant language minorities in the United States and internationally.

The volume is a marvellous corrective to the relative neglect of multilingual and multi-script literacies in much literacy research. It is especially satisfying to see this important new volume ‘framed’ by an icon of multilingual research and multilingualism sensibilities, Jim Cummins, in a foreword; and an icon of literacy ethnographies, Brian Street, in an afterword.

• Jim Cummins: ForewordNancy H. Hornberger: IntroductionAcknowledgmentsAbout the Authors Part 1: Continua of Biliteracy1 Nancy H. Hornberger: Continua of Biliteracy2 Nancy H. Hornberger and Ellen Skilton-Sylvester: Revisiting the Continua of Biliteracy: International and Critical PerspectivesPart 2: Language Planning3 Colin Baker: Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum4 Carole Bloch and Neville Alexander: A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools5 Mihyon Jeon: Searching for a Comprehensive Rationale for Two-way ImmersionPart 3: Learners’ Identities6 Felicia Lincoln: Language Education Planning and Policy in Middle America: Students’ Voices7 Carmen I. Mercado: Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential8 Melisa Cahnmann: To Correct or Not to Correct Bilingual Students’ Errors is a Question of Continua-ing ReimaginationPart 4: Empowering Teachers9 Bertha Pérez, Belinda Bustos Flores, and Susan Strecker: Biliteracy Teacher Education in the US Southwest10 Joel Hardman: Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served?11 Diana Schwinge: Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and ElaborationsPart 5: Sites and Worlds12 Holly R. Pak: When MT is L2: The Korean Church School as a Context for Cultural Identity13 Viniti Basu: ‘Be Quick of Eye and Slow of Tongue’: An Analysis of Two Bilingual Schools in New DelhiPart 6: Conclusion14 Nancy H. Hornberger: Multilingual Language Policies and the Continua of Biliteracy: An Ecological ApproachBrian Street: AfterwordIndex