David M. Palfreyman is Associate Professor in the Department of English and Writing Studies at Zayed University, UAE. His research interests include language, culture and learning in postsecondary education and he is the co-editor of Learning and Teaching Across Cultures in Higher Education (Palgrave Macmillan, 2007).

Christa van der Walt is Professor in the Department of Curriculum Studies at Stellenbosch University, South Africa. Her research interests include the role of English in multilingual, academic contexts and she is the author of Multilingual Higher Education (Multilingual Matters, 2013).

David M. Palfreyman, Christa Van Der Walt: Introduction: Biliteracies in Higher Education
1. Tracey Costley: "No Way, I Could Never Write My Essays In Cantonese: I Only Know How To Do It In English": Understanding Undergraduate Students' Languages and Literacies at a Hong Kong University
2. Alberto Esquinca, Erika Mein, Elsa Q. Villa and Angélica Monárrez: Academic Biliteracy in College: Borderland Undergraduate Engineering Students' Mobilization of Semiotic Resources
3. Catherine Mazak, A.J. Rivera and Lauren E. Perez Mangonez: Translanguaging in University Literacy Practices: Bilingual Collaboration around English Texts
4. Ellen Hurst, Mbulungeni Madiba and Shannon Morreira: Surfacing and Valuing Students' Linguistic Resources in an English-Dominant University
5. Julia E. Kiernan: Translation Narratives: Engaging Multilingual Learners in Translingual Writing Practices
6. Bassey Antia and Charlyn Dyers: Affirming the Biliteracy of University Students: Provision of Multilingual Lecture Resources at the University of the Western Cape, South Africa
7. Gwawr Ifan and Rhian Hodges: Creative Collaboration in Higher Education: A Coleg Cymraeg Cenedlaethol Case Study
8. Danping Wang: Bilingual Research Literacy for Chinese Language Teachers
9. Beverly Baker, David M. Palfreyman, Gwenn Hiller, Wilson Poha and Zina Manu: Biliteracy as Policy in Academic Institutions
Guillaume Gentil: Afterword: Moving Forward with Academic Biliteracy Research

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content - whether in reading, discussing or writing - and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners and students of multilingual higher education and academic literacy.