Spotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move.

Christina Ortmeier-Hooper is an Associate Professor of English at the University of New Hampshire, USA.

Todd Ruecker is an Assistant Professor of English at the University of New Mexico, USA.

Chapter 1: Introduction: Paying Attention to Resident Multilingual Students

Christina Ortmeier-Hooper

Todd Tuecker

Part I: Multilingual Writers in High Schools

Chapter 2: Opportunity Gaps: Curricular Discontinuities across ESL, Mainstream, and College English

Betsy Gilliland

Chapter 3: The Common Core State Standards and Implications for Writing Instruction and Assessment for English Language Learners

Luciana C. de Oliveira

Chapter 4: Resident Multilingual Writers across a Secondary Curriculum: Toward a Postmethod Approach

Sarah Henderson Lee

Chapter 5: The Role of Social Networks and Social Support in the Reading, Writing, and College Planning of Multilingual Urban Adolescents

Jennifer Shade Wilson

Chapter 6: "I Don't Want to Be Special:" English Language Learners in Rural and Small Town High Schools

Todd Ruecker

Part II: Transition and Disruption: Sponsors, Programs, Politics, and Policies

Chapter 7: Promises and Limitations of Literacy Sponsors in Residential Multilingual Youths' Transitions to Post-Secondary Schooling

Amanda Kibler

Chapter 8: Literacy Sponsorship in Upward Bound: The Impact of (De)segregation and Peer Dynamics

Shauna Wight

Chapter 9: Digital DREAMS: The Rhetorical Power of Online Resources for DREAM Act Activists

Genevieve Garcia de Mueller

Chapter 10: Bengali-speaking Multilingual Writers in Transition into Community College

Ruhma Choudhury

Leigh Garrison-Fletcher

Chapter 11: Immigrant Mosaics: Advancing Multilingual Education in Canadian Post-Secondary Settings

Julia Kiernan

Part III: Resident Multilinguals in First-year Composition: Reimagining Faculty Development, Curriculum, and Administration

Chapter 12: When the First Language You Use is Not English: Challenges of Language Minority College Composition Students

Patti Wojahn

Beth Brunk-Chavez

Kate Mangelsdorf

Mais Al-Khateeb

Karen Tellez-Trujillo

Laurie Churchill

Cathilia Flores

Chapter 13: Re-envisioning Faculty Development when Multilingualism is the New Norm: Conversations on First-Year Writing at a Hispanic Serving University

Kimberly Harrison

Chapter 14: Transitional Access and Integrated Complexity: Interconnecting People, Research, and Media for Transitional Writing Students

Randall Monty

Karen Holt

Colin Charlton

Chapter 15: Teaching Multilingualism, Teaching Identification: Embracing Resident Multilingualism as a Curricular Paradigm

Tarez Samra Graban

Chapter 16: Internationalization and the Place of Resident ML Students: Identifying Points of Leverage and Advocacy

Christina Ortmeier-Hooper

Dana Ferris

Richard Lizotte

Patricia Portanova

Margi Wald

Index