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Alvarez, Leticia. “¿Derecho u Obligación?: Parents’ and Youths’ Understanding of Parental Legitimacy in a Mexican Origin Familial Context.” Hispanic Journal of Behavioral Sciences 29.2 (2007): 192-208. Print.

Barton, David, and Karin Tusting, eds. Beyond Communities of Practice: Language,Power and Social Context. New York: Cambridge UP, 2005. Print.

Barton, David, Mary Hamilton, and Roz Ivanic, eds. Situated Literacies: Reading and Writing in Context. New York: Routledge, 2000. Print.

Bayley, Robert, and Sandra R. Schecter, eds. Language Socialization in Bilingual and Multilingual Societies. Buffalo,NY: Multilingual Matters, 2003. Print.

Blackburn, Mollie V., and Caroline T. Clark, eds. Literacy Research for Political Action and Social Change. New York: Peter Lang, 2007. Print.

Bourdieu, Pierre. Distinction: A Social Critique of the Judgment of Taste. Trans. Richard Nice. Cambridge, MA: Harvard UP, 1984. Print.

—. Language & Symbolic Power. Ed. John Thompson. Trans. Gino Raymond and Matthew Adamson. Boston: Harvard UP, 1999. Print.

—. Practical Reason. Trans. Randall Johnson. Stanford CA: Stanford UP, 1998. Print.

—. Academic Discourse: Linguistic Misunderstanding and  Professorial Power. Trans. Richard Teese, Cambridge, UK: Polity, 1994. Print.

Bourdieu, Pierre, et al. The Weight of the World: Social Suffering in Contemporary Society. Trans. Priscilla Parkhurst Ferguson, Susan Emanuel, Joe Johnson, and Shoggy T. Waryn. Stanford, CA: Stanford UP, 1993. Print.

Brandt, Deborah. Literacy in American Lives. New York: Cambridge UP, 2001. Print.

Conchas, Gilberto. “Structuring Failure and Success: Understanding the Variability in Latino School Engagement.” Harvard Educational Review 71.3 (2001): 475-504. Print.

Collins, James and Richard Blot. Literacy and Literacies: Texts, Power, and Identity. New York: Cambridge UP, 2003. Print.

Cope, Bill., and Mary Kalantzis, eds. Multiliteracies. New York: Routledge, 2000. Print.

Cortina, Regina. Immigrants and Schooling: Mexicans in New York. New York: Center for Migration Studies, 2003. Print.

Farr, Marcia. Rancheros in Chicagoacán: Language and Identity in a Transnational Community. Austin: U of Texas P, 2006. Print.

—, ed. Latino Language and Literacy in Ethnolinguistic Chicago. Mahwah, NJ: Lawrence Erlbaum, 2004. Print.

Guerra, Juan C. Close to Home: Oral and Literate Practices in a Transnational Mexicano Community. New York: Teachers College P, 1998. Print.

Heath, Shirley Brice. Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. Eds. Sandra R. Schecter, and Glynda A. Hull. Washington, DC: National Education Association, 1991. Print.

—. Ways With Words: Language, Life, and Work in Communities and Classrooms. New York: Cambridge UP, 1983. Print.

Heath, Shirley Brice, and Brian V. Street. On Ethnography: Approaches to Language and Literacy Research. New York: Teachers College, 2008. Print.

Kalman, Judy. Writing on the Plaza: Mediated Literacy Practice Among Scribes and Clients in Mexico City. London: Hampton, 1999. Print.

Kalmar, Tomás Mario. Illegal Alphabets and Adult Biliteracy: Latino Migrants Crossing the Linguistic Border. Mahwah, NJ: L. Erlbaum, 2001. Print.

Kisinitz, Philip, John H. Mollenkopf, and Mary C. Waters, eds. Becoming New Yorkers: Ethnographies of the New Second Generation. New York: Russell Sage, 2004. Print.

Labov, William. The Social Stratification of English in New York City. Washington, D.C.: Center for Applied Linguistics, 1966. Print.

—. A Study of Non-Standard English. Washington, D.C.: ERIC Clearinghouse for Linguistics, 1969. Print.

Lewis, Cynthia, Patricia Enciso, and Elizabeth Birr Moje, eds. Reframing Sociocultural Research on Literacy: Identity, Agency, and Power. Mahwah, NJ:Lawrence Eribaum, 2007. Print.

Lippi-Green, Rosina. English With an Accent: Language, Ideology, and Discrimination in the United States. New York: Routledge, 1997. Print.

López, Gerardo. “The Value of Hard Work: Lessons on Parent Involvement from an (Im)migrant Household.” Harvard Educational Review 71.3 (2001): 416-437. Print.

Louie, Vivian. “Parent’s Aspirations and Investment: The Role of Social Class in the Educational Experiences of 1.5- and Second-Generation Chinese Americans.” Harvard Educational Review 71. 3 (2001): 438-474. Print.

Orellana, Marjorie Faulstich. Translating Childhoods: Immigrant Youth, Language, and Culture. Candem, NJ: Rutgers UP, 2009. Print.

—. “The Work That Kids Do: Mexican and Central American Immigrant Children’s Contributions to Households and Schools in California.” Harvard Educational Review 71.3 (2001): 366-389. Print.

Orellana, Marjorie Faulstich, Lisa Dorner, and Lucila Pulido. “Accessing Assets: Immigrant Youth’s Work as Family Translators or ‘Para-Phrasers.” Social Problems 50.5 (2003): 505-24.

Orellana, Marjorie, Jennifer Reynolds, Lisa Dorner, and María Meza.  “In Other Words: Translating or ‘Para-Phrasing’ as a Family Literacy Practice in Immigrant Households. Reading Research Quarterly 38.1 (2003): 12-34. Print.

Orellana, Marjorie Faulstich,  and Jennifer Reynolds. “Cultural Modeling: Leveraging Bilingual Skills for School Paraphrasing Tasks.” Reading Research Quarterly 43.1 (2008): 48-65. Print.

Pahl, Kate, and Jennifer Rowsell, eds. Travel Notes from the New Literacy Studies: Instances of Practice. Buffalo, NY: Multilingual Matters, 2006. Print.

Portes, Alejandro, and Rubén G. Rumbaut. Immigrant America: A Portrait.3rd ed. Berkeley, CA: U of California P, 2006. Print.

Smith, Robert Courtney. Mexican New York: Transnational Lives of New Immigrants. Berkeley: U of California P, 2006. Print.

Soto, Lourdes Diaz. Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education. Albany, NY: State U of New York P, 1997. Print.

Street, Brian V. Social Literacies: Critical Approaches to Literacy in Development, Ethnography, and Education. New York: Longman, 1995. Print.

. Literacy in Theory and Practice. New York: Cambridge UP, 1984. Print.

Suárez-Orozco, Carola, Irina L.G. Todorova, and Josephine Louie. “Making Up For Lost Time: The Experience of Separation and Reunification Among Immigrant Families.”Family Process 41.4 (2002): 625-643. Print.

Suárez-Orozco, Carola, and  Marcelo Suárez-Orozco. Children of Immigration. Cambridge, MA: Harvard UP, 2001. Print.

Suárez-Orozco, Carola, and  Marcelo Suárez-Orozco, and Irina Todova. Learning a New Land: Immigrant Students in American Society. Cambridge, MA: Harvard UP, 2008. Print.

Taylor, Denny and Catherine Dorsey-Gaines. Growing Up Literate: Learning from Inner-City Families. Portsmouth, NH: Heinemann Educational Books, 1988. Print.

Zentella, Ana Celia, ed. Building on Strengths: Language and Literacy in Latino Familiesand Communities. New York: Teachers College P, 2005. Print.

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