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