Vally Lytra is Lecturer in Languages in Education at Goldsmiths, University of London. Her books include Play Frames and Social Identities (Benjamins, 2007), Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe (co-editor Jens Normann Jørgensen, University of Copenhagen, 2008), Sites of Multilingualism: Complementary Schools in Britain Today (co-editor Peter Martin, Trentham, 2010), and When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923 (Ashgate, 2014). Dinah Volk is Professor Emerita, Early Childhood Education, Cleveland State University, Cleveland, Ohio. She is co-author of "Diversity as a verb in preservice teacher education" in Contemporary Issues in Early Childhood and co-editor with Gregory and Long of a special issue of Journal of Early Childhood Literacy on syncretic literacies.Eve Gregory is Professor Emerita at Goldsmiths, University of London. Her books include City Literacies (joint author, Ann Williams) (Routledge, 2000), On Writing Educational Ethnographies: The Art Of Collusion (joint authors J. Conteh, C. Kearney & A. Mor-Sommerfeld) and Learning to Read in a New Language (Routledge, 2008).

• PrologueVally Lytra, Dinah Volk and Eve GregoryIntroductionVally Lytra, Dinah Volk and Eve GregoryPart I: Religious Practices at Home and across Generations1: Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican FamilyDinah Volk 2: Easter Celebrations at Home: Acquiring Symbolic Knowledge and Constructing IdentitiesAna Souza, Olga Barradas and Malgorzata Woodham 3: Coming of Age: Amish Heritage Literacy Practices of Rumspringa, Adult Baptism, and ShunningSuzanne Rumsey Part II: Religious Education Classes and Places of Worship4: Socialization into Religious Sensation in Children’s Catholic ReligiousInstructionPatricia Baquedano-López5: The "Responsive Reading" and Reading Responsively: Language, Literacy, and African American Student Learning in the Black ChurchTryphenia B. Peele-Eady 6: Heavenly Entextualisations: The Acquisition and Performance of Classical Religious TextsAndrey Rosowsky7: Moving across Languages, Literacies and Schooling Traditions Leslie C. Moore 8: Children's Representations of the Temple in Text and Talk in a Tamil Hindu/Saiva Faith Community in LondonVally Lytra, Eve Gregory and Arani Ilankuberan Part III: Bridging Home, School and Community9: Joseph …. Yusuf: Changing Names, Navigating Spaces, Articulating Identities Ambarin Mooznah Auleear Owodally 10: Secular and Religious Literacies in Multilingual Hasidic Homes and Schools in BrooklynAyala Fader 11: Engendering ‘dispositions’ in communicative and semiotic practices:Insights from the Nishkam nursery projectGopinder Kaur Sagoo12: Supporting children’s learner identities through faith: Ghanaian Pentecostal and Bangladeshi Muslim communities in LondonCharmian Kenner, Amoafi Kwapong, Halimun Choudhury and Mahera Ruby Conclusion Susi Long

"This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context." —Brian Street, King’s College London, UK"This collection of strong ethnographies makes a significant contribution to the understanding of children’s many modes of learning in the context of their religious socialisation and is thus important reading for scholars and students in the fields of education, linguistics, anthropology,religious studies, diaspora studies, psychology, and sociology." —Eleanor Nesbitt, Uniersity of Warwick, Journal of Contemporary Religion"By featuring participants from diverse ethnicities, faiths, age groups and linguistic backgrounds, the authors uncover a complex field of knowledge and possibilities, previously unavailable to teachers and researchers. They invite us to re-imagine culturally responsive teaching by reframing the narratives that attach themselves to religious artefacts." —Tran Nguyen Templeton and Haeny S Yoon, Teachers College, Columbia University, Journal of Early Childhood Literacy"[The editors'] aim, therefore, is for this edited collection to open a space for dialogue between practitioners in different learning contexts to share resources and practices that can be used to enhance literacy outcomes in and for future generations." —Elizabeth Gunn, Fine Print, the journal of the Victorian Adult Literacy and Basic Education Council"This book provides insight into the binaries of religious and mainstream education and supports educatos to provide children with the chance to learn meaningfully." —Ambreen Shahriar, EAL Journal

Vally Lytra is Lecturer in Languages in Education at Goldsmiths, University of London. Her books include Play Frames and Social Identities (Benjamins, 2007), Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe (co-editor Jens Normann Jørgensen, University of Copenhagen, 2008), Sites of Multilingualism: Complementary Schools in Britain Today (co-editor Peter Martin, Trentham, 2010), and When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923 (Ashgate, 2014). Dinah Volk is Professor Emerita, Early Childhood Education, Cleveland State University, Cleveland, Ohio. She is co-author of "Diversity as a verb in preservice teacher education" in Contemporary Issues in Early Childhood and co-editor with Gregory and Long of a special issue of Journal of Early Childhood Literacy on syncretic literacies.Eve Gregory is Professor Emerita at Goldsmiths, University of London. Her books include City Literacies (joint author, Ann Williams) (Routledge, 2000), On Writing Educational Ethnographies: The Art Of Collusion (joint authors J. Conteh, C. Kearney & A. Mor-Sommerfeld) and Learning to Read in a New Language (Routledge, 2008).

• PrologueVally Lytra, Dinah Volk and Eve GregoryIntroductionVally Lytra, Dinah Volk and Eve GregoryPart I: Religious Practices at Home and across Generations1: Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican FamilyDinah Volk 2: Easter Celebrations at Home: Acquiring Symbolic Knowledge and Constructing IdentitiesAna Souza, Olga Barradas and Malgorzata Woodham 3: Coming of Age: Amish Heritage Literacy Practices of Rumspringa, Adult Baptism, and ShunningSuzanne Rumsey Part II: Religious Education Classes and Places of Worship4: Socialization into Religious Sensation in Children’s Catholic ReligiousInstructionPatricia Baquedano-López5: The "Responsive Reading" and Reading Responsively: Language, Literacy, and African American Student Learning in the Black ChurchTryphenia B. Peele-Eady 6: Heavenly Entextualisations: The Acquisition and Performance of Classical Religious TextsAndrey Rosowsky7: Moving across Languages, Literacies and Schooling Traditions Leslie C. Moore 8: Children's Representations of the Temple in Text and Talk in a Tamil Hindu/Saiva Faith Community in LondonVally Lytra, Eve Gregory and Arani Ilankuberan Part III: Bridging Home, School and Community9: Joseph …. Yusuf: Changing Names, Navigating Spaces, Articulating Identities Ambarin Mooznah Auleear Owodally 10: Secular and Religious Literacies in Multilingual Hasidic Homes and Schools in BrooklynAyala Fader 11: Engendering ‘dispositions’ in communicative and semiotic practices:Insights from the Nishkam nursery projectGopinder Kaur Sagoo12: Supporting children’s learner identities through faith: Ghanaian Pentecostal and Bangladeshi Muslim communities in LondonCharmian Kenner, Amoafi Kwapong, Halimun Choudhury and Mahera Ruby Conclusion Susi Long

"This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context." —Brian Street, King’s College London, UK"This collection of strong ethnographies makes a significant contribution to the understanding of children’s many modes of learning in the context of their religious socialisation and is thus important reading for scholars and students in the fields of education, linguistics, anthropology,religious studies, diaspora studies, psychology, and sociology." —Eleanor Nesbitt, Uniersity of Warwick, Journal of Contemporary Religion"By featuring participants from diverse ethnicities, faiths, age groups and linguistic backgrounds, the authors uncover a complex field of knowledge and possibilities, previously unavailable to teachers and researchers. They invite us to re-imagine culturally responsive teaching by reframing the narratives that attach themselves to religious artefacts." —Tran Nguyen Templeton and Haeny S Yoon, Teachers College, Columbia University, Journal of Early Childhood Literacy"[The editors'] aim, therefore, is for this edited collection to open a space for dialogue between practitioners in different learning contexts to share resources and practices that can be used to enhance literacy outcomes in and for future generations." —Elizabeth Gunn, Fine Print, the journal of the Victorian Adult Literacy and Basic Education Council"This book provides insight into the binaries of religious and mainstream education and supports educatos to provide children with the chance to learn meaningfully." —Ambreen Shahriar, EAL Journal

Vally Lytra is Lecturer in Languages in Education at Goldsmiths, University of London. Her books include Play Frames and Social Identities (Benjamins, 2007), Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe (co-editor Jens Normann Jørgensen, University of Copenhagen, 2008), Sites of Multilingualism: Complementary Schools in Britain Today (co-editor Peter Martin, Trentham, 2010), and When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923 (Ashgate, 2014). Dinah Volk is Professor Emerita, Early Childhood Education, Cleveland State University, Cleveland, Ohio. She is co-author of "Diversity as a verb in preservice teacher education" in Contemporary Issues in Early Childhood and co-editor with Gregory and Long of a special issue of Journal of Early Childhood Literacy on syncretic literacies.Eve Gregory is Professor Emerita at Goldsmiths, University of London. Her books include City Literacies (joint author, Ann Williams) (Routledge, 2000), On Writing Educational Ethnographies: The Art Of Collusion (joint authors J. Conteh, C. Kearney & A. Mor-Sommerfeld) and Learning to Read in a New Language (Routledge, 2008).

• PrologueVally Lytra, Dinah Volk and Eve GregoryIntroductionVally Lytra, Dinah Volk and Eve GregoryPart I: Religious Practices at Home and across Generations1: Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican FamilyDinah Volk 2: Easter Celebrations at Home: Acquiring Symbolic Knowledge and Constructing IdentitiesAna Souza, Olga Barradas and Malgorzata Woodham 3: Coming of Age: Amish Heritage Literacy Practices of Rumspringa, Adult Baptism, and ShunningSuzanne Rumsey Part II: Religious Education Classes and Places of Worship4: Socialization into Religious Sensation in Children’s Catholic ReligiousInstructionPatricia Baquedano-López5: The "Responsive Reading" and Reading Responsively: Language, Literacy, and African American Student Learning in the Black ChurchTryphenia B. Peele-Eady 6: Heavenly Entextualisations: The Acquisition and Performance of Classical Religious TextsAndrey Rosowsky7: Moving across Languages, Literacies and Schooling Traditions Leslie C. Moore 8: Children's Representations of the Temple in Text and Talk in a Tamil Hindu/Saiva Faith Community in LondonVally Lytra, Eve Gregory and Arani Ilankuberan Part III: Bridging Home, School and Community9: Joseph …. Yusuf: Changing Names, Navigating Spaces, Articulating Identities Ambarin Mooznah Auleear Owodally 10: Secular and Religious Literacies in Multilingual Hasidic Homes and Schools in BrooklynAyala Fader 11: Engendering ‘dispositions’ in communicative and semiotic practices:Insights from the Nishkam nursery projectGopinder Kaur Sagoo12: Supporting children’s learner identities through faith: Ghanaian Pentecostal and Bangladeshi Muslim communities in LondonCharmian Kenner, Amoafi Kwapong, Halimun Choudhury and Mahera Ruby Conclusion Susi Long

"This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context." —Brian Street, King’s College London, UK"This collection of strong ethnographies makes a significant contribution to the understanding of children’s many modes of learning in the context of their religious socialisation and is thus important reading for scholars and students in the fields of education, linguistics, anthropology,religious studies, diaspora studies, psychology, and sociology." —Eleanor Nesbitt, Uniersity of Warwick, Journal of Contemporary Religion"By featuring participants from diverse ethnicities, faiths, age groups and linguistic backgrounds, the authors uncover a complex field of knowledge and possibilities, previously unavailable to teachers and researchers. They invite us to re-imagine culturally responsive teaching by reframing the narratives that attach themselves to religious artefacts." —Tran Nguyen Templeton and Haeny S Yoon, Teachers College, Columbia University, Journal of Early Childhood Literacy"[The editors'] aim, therefore, is for this edited collection to open a space for dialogue between practitioners in different learning contexts to share resources and practices that can be used to enhance literacy outcomes in and for future generations." —Elizabeth Gunn, Fine Print, the journal of the Victorian Adult Literacy and Basic Education Council"This book provides insight into the binaries of religious and mainstream education and supports educatos to provide children with the chance to learn meaningfully." —Ambreen Shahriar, EAL Journal