ABSTRACT
This chapter explores how approaches for effective teaching and learning in diverse classrooms can be revised and expanded to account for the educational resources and needs of a growing demographic of student diversity: transnational students. It presents a case of a transnational student's schooling experiences across Dutch St. The chapter explores the state of the field in literacy research related to transnational students. It then conceptualizes a transnationally inclusive approach to literacy education that can promote educational justice for transnational, and all other, students. The chapter presents a case of a transnational student's educational experiences to demonstrate the social justice concerns pertaining to this student demographic. Transnationally inclusive literacy education principles extend existing conceptual models for promoting teaching and learning in diverse classrooms to make them intentionally inclusive of transnational students. Transnationally inclusive literacy education principles explicitly conceptualize how teachers can create curriculum and instructional bridges between the transnational language and literacy practices, spanning school and outside school.
