Intro -- CONTENTS -- Chapter 1: Studying Biliteracy and Educational Experiences among Undocumented Immigrant Students -- Chapter 2: The Uruguayan Community in Elizabeth, New Jersey -- Chapter 3: Sin Papeles: Living, Working, and Studying under an Undocumented Immigrant Status -- Chapter 4: Separate and Unequal: The Challenges of Inner City Schools for Recently Arrived Undocumented Immigrants -- Chapter 5: Five Special Cases: Different Paths in Biliteracy Development and Educational Experiences -- Chapter 6: Biliteracy Practices & Abilities: Language Maintenance or Shift? -- Chapter 7: Linguistic Resources in Biliteracy Practices -- Chapter 8: Two Special Cases: Patricio and Cristina -- Chapter 9: Explaining Biliteracy Development and Academic Achievement among Undocumented Immigrant Adolescents -- References.

Pessoa provides valuable insights into the educational experiences of undocumented immigrant adolescents in urban schools in the U.S. She calls attention to the impact of undocumented status on educational attainment as it prevents students from fully concentrating on their schooling and limits immigrant students' motivation to succeed academically and achieve higher education. However, despite the sociocultural and political constraints faced by undocumented immigrants, individual differences in the form of cultural capital, previous schooling experiences, literacy practices, and attitudes prove to be important factors contributing to biliteracy development and positive educational experiences. Although sociocultural factors play an important role in influencing educational outcomes, individual differences and the agency of each individual are of equal if not greater importance.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.