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Educators and researchers in variety of locations increasingly encounter linguistically and socio-culturally diverse groups of students in their classrooms and lecture halls. This book examines everyday forms of talk and writing in relation to standardised forms and schooling expectations to suggest ways forward in educational discourse.

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Introduction; Mastin Prinsloo and Christopher Stroud 1. Classroom Constructions of Language and Literacy Activity; Constant Leung and Brian Street 2. What is Quechua Literacy For? Ideological Dilemmas in Intercultural Bilingual Education in the Peruvian Andes; Virginia Zavala 3. Growth of Communicative Competence in a Dynamic African Context: Challenges for Developmental Assessment; Robert Serpell 4. Moving Between Ekasi and the Suburbs: The Mobility of Linguistic Resources in a South African De(re)segregated School; Carolyn McKinney 5. Shades, Voice and Mobility: Remote Communities Resist and Reclaim Linguistic and Educational Practices in Ethiopia; Kathleen Heugh 6. Marginalised Knowledges and Marginalised Languages for Epistemic Access to Piaget and Vygotsky´s Theories; Michael Joseph and Esther Ramani 7. Ethnography and Literacy: Revisiting the Literacy Event in Roadville, Trackton and Maintown; Kimberly Lenters 8. Recontextualizing Research, Glocalizing Practice; Elsa Auerbach 9. Xenophobia and Constructions of the Other; Hilary Janks 10. Bodies of Language and Languages of Bodies: South African Puzzles and Opportunities; Crain Soudien ?

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Mastin Prinsloo is an Associate Professor at the University of Cape Town, South Africa. His recent edited books include Literacy Studies and The Future of Literacy Studies.

Christopher Stroud is Professor of Linguistics at University of the Western Cape, South Africa, and Professor of Bilingual Research at Stockholm University, Sweden. His recent publications include Style, Identity and Literacy: English in Singapore.

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