Abstract
ABSTRACTTo educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group’s engagement with literacies in the context of community, the current study examines a Finnish heritage language school in the U.S. Through the lenses of literacy socialisation and new literacies, the study closely analyses interview data, classroom observations, and classroom talk to highlight the multiple modes, cultural underpinnings, and purposes of literacies practised by four of the school’s teachers. Findings affirm that the school’s literacy socialisation practices are deeply sociocultural and connected to broader ideologies about the purposes of literacies and the values and customs of the heritage culture.
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