Frontmatter -- Contents -- Foreword -- Introduction -- Acknowledgments -- About the Authors -- Part 1: Continua of Biliteracy -- 1. Continua of Biliteracy -- 2. Revisiting the Continua of Biliteracy: International and Critical Perspectives -- Part 2: Language Planning -- 3. Biliteracy and Transliteracy in Wales: Language Planning and the Welsh National Curriculum -- 4. A Luta Continua!: The Relevance of the Continua of Biliteracy to South African Multilingual Schools -- 5. Searching for a Comprehensive Rationale for Two-way Immersion -- Part 3: Learners' Identities -- 6. Language Education Planning and Policy in Middle America: Students' Voices -- 7. Biliteracy Development among Latino Youth in New York City Communities: An Unexploited Potential -- 8. To Correct or Not to Correct Bilingual Students' Errors is a Question of Continua-ing Reimagination -- Part 4: Empowering Teachers -- 9. Biliteracy Teacher Education in the US Southwest -- 10. Content in Rural ESL Programs: Whose Agendas for Biliteracy Are Being Served? -- 11. Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations -- Part 5: Sites and Worlds -- 12. When MT is L2: The Korean Church School as a Context for Cultural Identity -- 13. 'Be Quick of Eye and Slow of Tongue': An Analysis of Two Bilingual Schools in New Delhi -- Part 6: Conclusion -- 14. Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach -- Afterword -- Index