This book provides educators with foundational knowledge on how students’ native languages influence their learning of English language and literacy. Linguistically diverse students increasingly populate current classrooms, and it is important for educators to have general linguistic and cross-linguistic knowledge to provide students with equitable access to the language and content of school. By discussing English language learners’ (ELLs) primary language norms, positive and negative transfer, and culturally sustaining resources, this book helps educators understand how to support ELLs’ use of

their primary language as an asset when engaging in English language and literacy learning experiences.

Contributions by: Medha Bhattacharyya, Cristiane Carneiro Capristano, Xia Chao, Eric B. Claravall, Kinji Ito, Lyudmyla Ivanyuk, Jieun Kiaer, Fanny Macé, Hanh thi Nguyen, Hoan Nguyen, Lisley Camargo Oberst, Gabriela Tellez-Osorno, Huy Phung, Yvonne Pratt-Johnson, Kristen L. Pratt, Maria Selena Protacio, Sylvie Roy, Eliane Rubinstein-Avila, Alaa Mohammed M. Shakoori, Maria José Solis, Kwangok Song, Bogum Yoon, Rahat Zaidi