Abstract
This article investigated four Chinese American students' biliteracy development in two contexts: their heritage language school and public school. Data were collected through participant observations, audio-recorded classroom interactions, student work samples, and semistructured interviews. Findings demonstrated how literacy instruction across languages and contexts helped to pave a path to biliteracy development. In addition, this study explored the influence of literacy instruction across languages and contexts and their effect on the focal students' biliteracy development. The study illustrated how cultural factors shaped literacy instruction across languages and contexts. Finally, pedagogical implications were also discussed.
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