ABSTRACT
This chapter demonstrates how an instructor and students learned how to read and write texts that straddled languages and communities. The class constituting native English speaker and multilingual students transformed itself into a community of practice, with members sharing strategies and developing them further to engage in negotiated literacies. This form of literacy is introduced as an alternative to the dominant models of autonomous literacy and social literacies. Negotiated literacy employs the following four strategies, which are defined in an embodied manner through the classroom narrative: envoicing, recontextualization, entextualization, and interactional.
