S This investigation focuses on the literacy practices of a young Dominican immigrant woman attending a high school in the United States. Drawing from multiple bodies of research and the qualitative research genre of portraiture, the author relies on ethnographic classroom observations and interviews during one and a half years to provide a nuanced glimpse into the complexities of what counts as literacy and whose literacies count in an era of globalization. Findings reveal that immigrant youths' expanding literacy practices shape and are shaped by their participation both in their communities of origin and in their adopted communities as they forge overlapping identities. This investigation shows that helping immigrant youths understand what counts as literacy within new contexts is a complex process that needs to take into account youths' nonlinear development of bilingual competencies, their coming of age, and their shifting ethnic and gendered identities. Findings also underscore the need to broaden theoretical and methodological constructs to build on immigrant youths' full repertoire of literacy practices. Finally, the portrait encourages educators to rethink how to effectively serve secondary Latino/a students in ways that acknowledge their funds of knowledge, academic strengths, needs, and transnational literacy practices. Esta investigación se ocupa de las prácticas de alfabetización de una joven inmigrante dominicana que asiste a una escuela media en los Estados Unidos. Abrevando en distintas fuentes de conocimiento y en cierto género de investigación cualitativa (“portraiture”), el autor se basa en observaciones etnográficas en el aula y entrevistas durante un año y medio. El propósito es dar una mirada sutil a la complejidad de los significados y los agentes de la alfabetización en la era de la globalización. Los hallazgos revelan que las prácticas de alfabetizacion en expansión de los jóvenes inmigrantes modelan y son modeladas por su participación, tanto en las comunidades de origen como en las comunidades de adopción, mientras se construyen identidades superpuestas. Esta investigación muestra que ayudar a los jóvenes inmigrantes a comprender el significado de la alfabetización en contextos nuevos es un proceso complejo que requiere la consideración del desarrollo no lineal de las competencias bilingües de los jóvenes, la entrada en la adultez y las identidades étnicas y de género. Los resultados también subrayan la necesidad de ampliar los constructos teóricos y metodológicos para desarrollar en los jóvenes el repertorio completo de sus prácticas de alfabetización. Por último, el cuadro incentiva a los educadores a repensar cómo apoyar eficazmente a los estudiantes secundarios latinos de manera que se tomen en cuenta sus conocimientos de base, capacidades académicas, necesidades y prácticas de alfabetización transnacionales. Diese Untersuchung konzentriert sich auf die Schreib‐ und Lesehandhabungen einer aus der Dominikanischen Republik eingewanderten jungen Frau, die eine High School in de...

The authors introduce manga to educators, inspired by the comics' explosive entry into U.S. popular culture. The word manga refers specifically to printed, Japanese‐style comics found in graphic‐novel format—not to be confused with anime (animated Japanese cartoons, including moving images on television, movies, video games). There are two strong reasons that warrant directing educators' attention toward manga. First, there has been a sharp rise in the comics' popularity, evident by record‐setting sales of manga across the United States; second, the authors argue that manga require—if not demand—critical, multimodal reading skills. Although scholars in education have explored the role of popular culture in youths' literacy and meaning making, the popularity of manga specifically has not been addressed by educators and literacy researchers. This article is intended to raise awareness about manga, explore their semiotic features, and emphasize the multimodal demands of these texts on readers. The authors also explore how manga serve as sites for negotiating and creating alternative identities. A history and survey of the various styles of the genre are included, as well as the relationship between manga and the New Literacy Studies. Finally, the authors explore ways in which manga can aid or facilitate classroom learning as a literacy practice.

This paper reports on a case study of face-to-face interaction around and about texts between a second grade dyad in a dual-immersion programme. Through the lenses of Vygotskian situated cognition and Literacy Studies, classroom observations were conducted, both holistic and focused. Daily peer reading sessions between a dyad were tape recorded, and informal interviews with the teacher and the participating dyad were conducted. The analysis of participants' verbal exchanges revealed multiple pedagogical scaffolds, few of which were unexpected. As meaning making became more salient to the various collaborative literacy tasks, the roles of tutor and tutee were blurred. The shift in power also impacted the direction of language switches. Buddy Reading encouraged the peer readers to acknowledge and draw upon each other's expertise, as they redefined what it meant to be 'a good reader'.

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Few studies on the role of bilingualism in mathematics classrooms explore the intersection of biliteracy, language use, mathematical discourse, and numeracy-especially at the middle school level. Drawing from biliteracy development theory and reform mathematics education literature, this qualitative case study of a dual-language mathematics classroom shows how English language learners (ELLs)/bilinguals use their first (L1) and second language (L2) as resources to access advanced mathematical curriculum. The article provides glimpses of instructional strategies that encourage mathematics discourse and biliteracy development. Encouraging secondary bilingual students to solve non-routine mathematical problems collaboratively may not only promote student engagement but also promote binumerate development.