Continua of Biliteracy
An Ecological Framework for Educational Policy, Research and Practice in Multilingual Settings

A study of the continua of biliteracy. It seeks to offer a comprehensive yet flexible model to guide educators, researchers and policy-makers in designing, carrying out and evaluating educational programmes for the development of bilingual and multilingual learners.

Biliteracy - the use of two or more languages in and around writing - is an inescapable feature of lives and schools worldwide, yet one which many educational policies and practices continue to ignore. The study of the continua of biliteracy in the present volume seeks to offer a comprehensive yet flexible model to guide educators, researchers and policy-makers in designing, carrying out and evaluating educational programmes for the development of bilingual and multilingual learners, each programme adapted to its own specific context, media and contents.

Foreword - Jim Cummins (OISE, University of Toronto)
Introduction - Nancy H. Hornberger CONTINUA of BILITERACY: 1. Continua of Biliteracy - N. H. Hornberger
2. Revisiting the Continua of Biliteracy - N. H. Hornberger and E. Skilton-Sylvester (Temple University) LANGUAGE PLANNING: 3. Biliteracy and Transliteracy in Wales - C. Baker (University of Wales) 4. A Luta Continua: The Relevance of the Continua of Biliteracy to South African Multilingual Schools - C. Bloch and N. Alexander (Study of Alternative Education, South Africa)
5.Searching for a Comprehensive Rationale for Two-way Immersion - M. Jeon (University of Pennsylvania) LEARNERS' IDENTITIES: 6. Language Education Planning and Policy in Middle America - F. Lincoln (University of Arkansas): 7. Biliteracy Development among Latino Youth in New York City Communities - C. Mercado (Hunter College of CUNY)
8. To Correct or Not to Correct Bilingual Students' Errors is a Question of Continuaing Reimagination - M. Cahnmann (University of Georgia) EMPOWERING TEACHERS: 9. Biliteracy Teacher Education in the Southwest - B. Perez, B. Bustos Flores and S. Strecker (University of Texas at San Antonio)
10. Content in Rural ESL Programs - J. Hardman (Southern Illinois University)
11. Enabling Biliteracy - D. Schwinge (University of Pennsylvania) SITES AND WORLDS: 12. When MT is L2 - H. R. Pak (University of Pennsylvania)
13. An Analysis of Two Bilingual Schools in Delhi - V. Basu (National Institute of Education, Singapore) CONCLUSION: 14: Multilingual Language Policies and the Continua of Biliteracy- N. H. Hornberger Afterword: Brian Street (King's College, University of London)