The Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms is an essential scholarly publication that explores the multifaceted nature of literacy development across the lifespan in a range of multilingual contexts.

Table of Contents

• Editorial Advisory Board
• Foreword
• Preface
• Acknowledgment
• Section 1: Foundations of Literacy in Diverse and Multilingual Classrooms
• — An Overview of Multilingual Learners’ Literacy Needs for the 21st Century
• — Towards Intercultural Literacy of Language Teacher Education in the 21st Century
• — Emergent Literacy Development in Adult L2 Learners: From Theory to Practice
• — Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English
• — Orthographic Learning: A Multilingual Perspective
• Section 2: Multimodal Approaches to Literacy Development
• — Effectively Incorporating Blogs for the L2 Literacy Development of Teenage Language Learners
• — Fostering (Digital) Media Literacy Skills and Global Citizenship in the EFL Classroom: Digital Stories of Undocumented Youth
• — Telecollaborative Storytelling: Reframing English Language Learners’ and Pre-service Teachers’ Identity, Multimodal Literacy, and Intercultural Competency
• — Visual Literacy for Young Language Learners: Multimodal Texts in Content-Based Instruction
• — Visual Literacy and Young Learners
• Section 3: Promoting Critical Literacy in Academic Contexts
• — Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities
• — Sharpening Students’ Critical Literacy Skills Through Corpus-Based Instruction: Addressing the Issue of Language Sexism
• — Linking Criticality and Creativity: Engagement With Literary Theory in Middle Grades English Education
• — Critical Literacy and Genre Pedagogy: Supporting Inclusion, Subverting Bias
• — Assessment of EAP Literacies in Diverse and Multilingual Classrooms
• Section 4: Cultivating Literacy Through Literature
• — Children’s Literature as Pedagogy: Learning Literacy Through Identity in Meaningful Communities of Practice
• — Using Literature Circles Instruction to Develop Reading Comprehension Skills
• — Stories Make Readers: Enhancing the Use of Fictional Literature With Multilingual Students
• — East-Asian Philosophical Concepts as Analytical Framework for Interpreting Non-Western Images in Children’s Picturebooks
• Section 5: Heritage Language Use and Family Literacy
• — Using Materials in Refugee and Immigrant Adults’ Heritage Languages in Instruction: Challenges and Guidance for Teachers and Tutors
• — A Holistic Approach to New Language and Literacy Development of Refugee Women: The Case of Syrians in Turkey
• — Initial Literacy Teaching of Indigenous Children: Designing Pedagogy for Urban Schools
• Section 6: Culturally and Linguistically Responsive Pedagogies
• — Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms
• — Preparing Teachers to Foster Multilingual Literacy
• — Walk With Me: Caminatas as a Way for Developing Culturally Sustaining Literacy Pedagogies With Preservice Teachers
• — Bridging the Gap: The Use of Translanguaging in Shared Readings
• — Supporting Advanced Multilingual Speakers as Individuals: Translanguaging in Writing
• — Creating Space for Dynamic Language Use: Cultivating Literacy Development through Translanguaging Pedagogy in EAL Classrooms
• — Leveraging Learner Experience: Pedagogical Scaffolding With Refugee-Background Adults
• Compilation of References
• About the Contributors