ABSTRACT
This chapter focuses on three culturally and linguistically diverse (CLD) students' invisible language policies inside and outside of school settings and the relationships between their multilingual identities and these language policies. It locates language policy as a field of inquiry within the study of CLD students' perceptions of their multilingual literacy practices and identities in an afterschool book club. The chapter emphasizes on how participants’ discourses influence and is influenced by their family language policies. Jamie's case corresponds to Curdt-Christiansen's (2009) study of Chinese immigrant families' belief that maintaining heritage languages and culturally significant knowledge contributes to CLD students' sense of belonging and identity. When the discourse was related to her American citizen identity, she emphasized the comfort and the social, cultural, and economic capital that she could not access in Honduras. Findings across data resources show that family language practices and CLD parents' beliefs impact the girls' identity positions.
