Notes that studies of the social contexts of literacy learning in school suggest that literacy development cannot be understood apart from the context in which it occurs. Argues that some learning environments provide differential access to literacy activities in which participating in meaningful discourse is both process and product. Concludes…

Discusses the eight-month examination of interactive student-teacher journal entries of first-, third-, and fifth-grade Spanish-English bilingual classrooms. Concludes that students did not make a "transition" from native to second language, instead used a bilingual approach, shifting language in journal entries. Suggests mandatory…