ABSTRACT
This chapter explores the multicultural literacies of selected Latino adolescents entering college in the United States, and identifies ways in which educators and practitioners might eliminate barriers and create opportunities for these students to succeed. By establishing connections between the language used in the classroom and the lives of students outside school, this chapter seeks to show practitioners ways in which they can promote their students’ literacy without alienating them from the educational process. Illustrated are some of the ways in which educational, economic, cultural, and circumstantial factors interact in the development of these students’ literacy.
