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Literacy has different meanings and functions for different cultural and linguistic groups.
For the families of many linguistic minority children in the English-speaking world, community literacies have symbolic meanings, associated with cultural identity. Yet in too many schools, English is seen as the only literacy in the school, the only literacy that counts. And those unable to play by the cultural and linguistic rules are disempowered. Literacy, Power and Social Justice locates literacy learning in linguistic minority communities in a theoretical framework and brings together recent research and examples of good practice. It reports a study of the home literacy practices of linguistic minority families in Birmingham UK and is informed by the voices of Bangladeshi women describing the processes by which their children become literate.