Abstract

Focusing on the literacy development of children from immigrant families, Compton-Lilly and colleagues (2022) explore relationships between identity construction and transnational literacy practices. For scholars in literacy, classroom educators, and teacher educators, this work offers a deeply humanizing and theoretically sophisticated portrayal of children’s literacy development in contexts where language, culture, and mobility intersect. Through longitudinal ethnographic research, the authors highlight how children’s literacy learning is shaped by sociocultural, sociomaterial, and transnational factors and offer educators insight into designing inclusive and affirming literacy instruction.

Keywords: book review, transnational literacy, identity construction, sociocultural theory, sociomateriality, multilingual learners, longitudinal ethnography

How to Cite:

Hamid, S., (2026) “A Book Review of “Children in Immigrant Families Becoming Literate: A Window into Identity Construction, Transnationality, and Schooling.””, Literacy Connections 2(1). doi: https://doi.org/10.4148/litconnections.21170