Introduction Chapter 1 My Work on Pedagogy of Cultural Reciprocity in Transnational Language and Literacy Education Part 1 Culture, Identity, and Literacy: Multilingual Learners in Transnational Contexts Chapter 2 Understanding ELL literacy from a cultural lens: An Asian perspective Chapter 3 Second language and literacy learning in school and at home: An ethnographic study of Chinese-Canadian first graders' experiences Chapter 4 Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children Chapter 5 Family literacy and cultural identity: An ethnographic study of a Filipino family in Canada Chapter 6 Other people's success: Impact of the “model minority”myth on underachieving Asian students in North America Chapter 7 Behind the “model minority” mask: A cultural ecological perspective on a high achieving Vietnamese youth's identity and socio-emotional struggles Chapter 8 Literacy engagement through online and offline communities outside school: English Language Learners'development as readers and writers Chapter 9 Low-SES ELLs' new literacies outside school: Attitudes,access, and agency Part 2 Social Class, Literacy, and Power: Immigrant Parents Learning Language and Negotiating Schooling in a New Land Chapter 10 Immigrant language acquisition: An international review Chapter 11 Home environment and second language acquisition: The importance of family capital Chapter 12 Race, class, and schooling: Multicultural families doing the hard work of home literacy in America's inner city Chapter 13 Literacy, culture, and politics of schooling:Counternarratives of a Chinese Canadian family Chapter 14 What do parents think? Middle-class Chinese immigrant parents' perspectives on literacy learning, homework, andschool-home communication Chapter 15 Poverty and minority children's education in the US: Case study of a Sudanese refugee family Chapter 16 Social class, culture, and Asian social positioning:Rethinking literacy and power in the new millennium Part 3 Mulitliteracies and Cross-Cultural Pedagogies: Toward Best Approaches to Language and Literacy Instruction Chapter 17 Subject matters of language, culture, identity, and power Chapter 18 The role of culture in literacy learning and teaching Chapter 19 Best approaches to literacy instruction for English language learners: Cultural conflicts and compromises Chapter 20 Perspectives on struggling English language learners:Case studies of two Chinese-Canadian children Chapter 21 Reading “the word” and “the world”: Promoting learner agency through an engagement model of literacy instruction Chapter 22 Promoting teachers of culturally and linguistically diverse (CLD) students as change agents: A cultural approach to professional learning Chapter 23 Looking Back and Moving Forward: New Directions for ELT in the Era of Superdiversity Collected References