ABSTRACT
This chapter focuses on the academic literacy development of Cristina, a second-generation Mexican immigrant youth. Development in this chapter does not refer to a cognitive “in the head” phenomenon, or a linear progression from one “level” of literacy to the next. Instead it refers to growing participation in, and power over, ways of using language and engaging with texts. Based on analysis of three essays that she wrote across a span of 20 months, the chapter shows how Cristina cultivated not only writing-related skills such as paraphrasing, but also ways of knowing and engaging with literature. The development of her academic literacies was facilitated by multiple opportunities to practice her writing and thinking. The chapter concludes with the importance of taking seriously the prior experiences and knowledge that youth recruit when they write for school, and creating opportunities for young people to practice their writing.
