Simultaneously theoretical and data-rich, this volume explores ways in which ethnicminorities grapple with conflicts related to the literacy practices of their home culture as well asthose practices demanded by the dominant culture. Truly multicultural in nature, the book offersin-depth glimpses into a variety of teaching and learning contexts: how young Gujarati teenagersin England learn Gujarati (chapter 3), how Hmong parents wish their children to retain fluency inKhmer while also insisting that they attend “English only” schools (chapter 4),how Finns in Sweden and Karelias in Russia grapple with the literacy demands of the majorityculture (chapter 1), how “usefulness” becomes the most crucial variable indetermining the language of schooling in bi- and multilingual contexts (chapter 2), and howVietnamese people wrestle with learning their mother tongue in Norway (chapter 8).