Given that input-based language and literacy environments provide socioculturally-enriched contexts for bilingual and biliteracy acquisition, the current study aims to explore the contribution of early input in various sociocultural contexts to later biliteracy development among ­college-level Chinese heritage language (CHL) students. A group of…

Accountability mandates linked to state education standards and assessments have largely replaced play in early childhood classrooms. This approach limits educators' opportunities by preventing them from using play as a means of identifying and expanding children's diverse range of competencies. In this ethnographic case study, we explore how…

Analysis of data in an after-school writing workshop wherein resettled refugee teens were reading and writing identity texts to prepare for achieving their postsecondary goals suggests that a discursive practice of the connective press was productive in helping teens develop cohesion in their writing. Although true communicative competence in an…

Through a multimodal media production literacy intervention in an extended-day program, culturally and linguistically diverse youth developed valuable information and communication technology literacies, including: (1) Specific how-to skills useful in future academic, professional, social, and civic contexts; (2) Abilities to critically interpret…

Drawing on Cultural Historical Activity Theory (CHAT), funds of knowledge, and third space, this article presents a model for practitioners and researchers to think about how Latina/o, bilingual children develop explicit mathematics strategies through multilingual and multigenerational interactions. Using data collected through fieldwork in an…