This book reports on a two-year long, qualitative literacy case study of the academic literacies of first and second-generation immigrant youth in an afterschool tutoring program in South Bronx, New York. Through transcripts of tutoring sessions, interview data, and youths’ written work, each chapter highlights how youth interpreted and navigated various school assignments, and what resources and perspectives they brought to unpacking the meaning and significance of texts and disciplinary discourses. By focusing on the immigrant youth themselves, and not on the teaching that happens (or does not happen) inside classrooms, this volume provides a unique and much-needed vantage point to understanding the academic literacies and engagement of urban immigrant youth.
Chapter 1. Framing Immigrant Youth and Academic Literacies
Chapter 2. Problem Solving in Academic Literacies
Chapter 3: Tracing the Development of Academic Literacies
Chapter 4: Exploring the Role of Knowledge in Academic Literacies
Chapter 5: Deconstructing the Academic Literacy Gap
Chapter 6. A Resource Approach to Academic Literacies: Leveraging Urban Immigrant Youths’ Epistemic Privilege
Chapter 7. Teaching and Researching Academic Literacies