Literacy is a prerequisite for participation in many areas of life in modern societies. Yet, many adult migrants have had no, or only limited, opportunity to become literate in any language. They therefore face the added challenge of becoming literate at the same time as they are learning a new language. This book brings together research by authors from different regions of the world who have studied the acquisition processes of adult migrants learning to read and write in a new language. The collection includes ethnographic investigations of everyday language and literacy practices, classroom studies on the effectiveness of teaching practices, and research on high-stakes testing and formative multilingual assessment methods.