Esther Odilia Breuer is Head of the Centre for Writing Competency at the University of Cologne, Germany.Eva Lindgren is Professor of Language Teaching and Learning at Umeå University, Sweden.Anat Stavans is Associate Professor in Applied Linguistics in the English Language and Literature Department at Beit Berl College, Kfar Saba, Israel.Elke Van Steendam is Professor of Applied Linguistics in the Arts Department of KULeuven, Belgium.

• ContributorsEsther Odilia Breuer and Elke Van Steendam: Multiple Approaches to Understanding and Working with Multilingual (Multi-)LiteracyPart 1: Issues, Methods and Insights into Multilingual LiteracyTiane Donahue: Linguistic and Social Diversity, Literacy and Access to Higher EducationMonika Angela Budde and Franziska Prüsmann: Studying the Learning of Immigrant Students with Limited German: A Proposal for Developing and Applying an Instrument for Selecting Suitable Research ParticipantsAnnika Norlund Shaswar: “I Should Really Interpret Word by Word for You”: Researcher, Interpreter and Interviewee Negotiating Roles, Responsibilities, and Meanings in Two Multilingual Literacy Research InterviewsPart 2: Formal Education Framework: Multilingual Literacy in Classroom PracticesUlrike Jessner, Emese Malzer-Papp, Elisabeth Allgäuer-Hackl: Paving a New Way to Literacy Development in Multilingual Children: A DMM PerspectiveMalgorzata Machowska-Kosciak: “He Just Does Not Write Enough For It”- Literacy Practices Among Polish Adolescents in IrelandÅsa Wedin: Construction of Identities in Diverse Classrooms: Writing Identity Texts in Grade FivePart 3: Formal Education Framework: Technology-Driven Multilingual Literacy in SchoolSílvia Melo-Pfeifer: Developing Multiliteracies in Online Multilingual Interactions: The Example of Chat-Room Conversations in Romance LanguagesClaudine Kirsch: Promoting Multilingualism and Multiliteracies through Storytelling: A Case Study on the Use of the App iTEO in Preschools in LuxembourgPart 4: Non-Formal Education: Multilingual Literacy at Home, in the Community and in CyberspaceDeborah Bergman Deitcher, Helen Johnson, Dorit Aram: Multilingual Preschoolers’ Word Learning from Parent-Child Shared Reading of Informational and Narrative BooksAnat Stavans, Maya Tahar Eden and Lior Azar: Multilingual Literacy: The Use of Emojis in Written CommunicationAnat Stavans and Eva Lindgren: Building the Multilingual Literacy BridgeIndex

This book is a welcome addition to multilingual literacy studies in which theorizing, research, and implications for practice are intertwined in innovative ways. Readers will find a variety of theoretical and empirical perspectives, and a wealth of novel insights on the acquisition and teaching of literacy by multilinguals of different ages, for different purposes, in diverse formal and informal contexts.

Esther Odilia Breuer is Head of the Centre for Writing Competency at the University of Cologne, Germany.Eva Lindgren is Professor of Language Teaching and Learning at Umeå University, Sweden.Anat Stavans is Associate Professor in Applied Linguistics in the English Language and Literature Department at Beit Berl College, Kfar Saba, Israel.Elke Van Steendam is Professor of Applied Linguistics in the Arts Department of KULeuven, Belgium.

• ContributorsEsther Odilia Breuer and Elke Van Steendam: Multiple Approaches to Understanding and Working with Multilingual (Multi-)LiteracyPart 1: Issues, Methods and Insights into Multilingual LiteracyTiane Donahue: Linguistic and Social Diversity, Literacy and Access to Higher EducationMonika Angela Budde and Franziska Prüsmann: Studying the Learning of Immigrant Students with Limited German: A Proposal for Developing and Applying an Instrument for Selecting Suitable Research ParticipantsAnnika Norlund Shaswar: “I Should Really Interpret Word by Word for You”: Researcher, Interpreter and Interviewee Negotiating Roles, Responsibilities, and Meanings in Two Multilingual Literacy Research InterviewsPart 2: Formal Education Framework: Multilingual Literacy in Classroom PracticesUlrike Jessner, Emese Malzer-Papp, Elisabeth Allgäuer-Hackl: Paving a New Way to Literacy Development in Multilingual Children: A DMM PerspectiveMalgorzata Machowska-Kosciak: “He Just Does Not Write Enough For It”- Literacy Practices Among Polish Adolescents in IrelandÅsa Wedin: Construction of Identities in Diverse Classrooms: Writing Identity Texts in Grade FivePart 3: Formal Education Framework: Technology-Driven Multilingual Literacy in SchoolSílvia Melo-Pfeifer: Developing Multiliteracies in Online Multilingual Interactions: The Example of Chat-Room Conversations in Romance LanguagesClaudine Kirsch: Promoting Multilingualism and Multiliteracies through Storytelling: A Case Study on the Use of the App iTEO in Preschools in LuxembourgPart 4: Non-Formal Education: Multilingual Literacy at Home, in the Community and in CyberspaceDeborah Bergman Deitcher, Helen Johnson, Dorit Aram: Multilingual Preschoolers’ Word Learning from Parent-Child Shared Reading of Informational and Narrative BooksAnat Stavans, Maya Tahar Eden and Lior Azar: Multilingual Literacy: The Use of Emojis in Written CommunicationAnat Stavans and Eva Lindgren: Building the Multilingual Literacy BridgeIndex

This book is a welcome addition to multilingual literacy studies in which theorizing, research, and implications for practice are intertwined in innovative ways. Readers will find a variety of theoretical and empirical perspectives, and a wealth of novel insights on the acquisition and teaching of literacy by multilinguals of different ages, for different purposes, in diverse formal and informal contexts.

Esther Odilia Breuer is Head of the Centre for Writing Competency at the University of Cologne, Germany.Eva Lindgren is Professor of Language Teaching and Learning at Umeå University, Sweden.Anat Stavans is Associate Professor in Applied Linguistics in the English Language and Literature Department at Beit Berl College, Kfar Saba, Israel.Elke Van Steendam is Professor of Applied Linguistics in the Arts Department of KULeuven, Belgium.

• ContributorsEsther Odilia Breuer and Elke Van Steendam: Multiple Approaches to Understanding and Working with Multilingual (Multi-)LiteracyPart 1: Issues, Methods and Insights into Multilingual LiteracyTiane Donahue: Linguistic and Social Diversity, Literacy and Access to Higher EducationMonika Angela Budde and Franziska Prüsmann: Studying the Learning of Immigrant Students with Limited German: A Proposal for Developing and Applying an Instrument for Selecting Suitable Research ParticipantsAnnika Norlund Shaswar: “I Should Really Interpret Word by Word for You”: Researcher, Interpreter and Interviewee Negotiating Roles, Responsibilities, and Meanings in Two Multilingual Literacy Research InterviewsPart 2: Formal Education Framework: Multilingual Literacy in Classroom PracticesUlrike Jessner, Emese Malzer-Papp, Elisabeth Allgäuer-Hackl: Paving a New Way to Literacy Development in Multilingual Children: A DMM PerspectiveMalgorzata Machowska-Kosciak: “He Just Does Not Write Enough For It”- Literacy Practices Among Polish Adolescents in IrelandÅsa Wedin: Construction of Identities in Diverse Classrooms: Writing Identity Texts in Grade FivePart 3: Formal Education Framework: Technology-Driven Multilingual Literacy in SchoolSílvia Melo-Pfeifer: Developing Multiliteracies in Online Multilingual Interactions: The Example of Chat-Room Conversations in Romance LanguagesClaudine Kirsch: Promoting Multilingualism and Multiliteracies through Storytelling: A Case Study on the Use of the App iTEO in Preschools in LuxembourgPart 4: Non-Formal Education: Multilingual Literacy at Home, in the Community and in CyberspaceDeborah Bergman Deitcher, Helen Johnson, Dorit Aram: Multilingual Preschoolers’ Word Learning from Parent-Child Shared Reading of Informational and Narrative BooksAnat Stavans, Maya Tahar Eden and Lior Azar: Multilingual Literacy: The Use of Emojis in Written CommunicationAnat Stavans and Eva Lindgren: Building the Multilingual Literacy BridgeIndex

This book is a welcome addition to multilingual literacy studies in which theorizing, research, and implications for practice are intertwined in innovative ways. Readers will find a variety of theoretical and empirical perspectives, and a wealth of novel insights on the acquisition and teaching of literacy by multilinguals of different ages, for different purposes, in diverse formal and informal contexts.