This book expands our understanding of strategies and challenges for developing academic literacies in more than one language in and for higher education contexts. Researching and fostering multilingual literacies in higher education is timely in today's postsecondary landscape, given the convergence of at least three factors: the appeal of academic literacies in English as a global language, continuing investments in national languages as mediums of instruction and scholarship, and new demands and opportunities for education in marginalized languages. Yet much research on multilingual academic literacy development to date has focused on elementary school settings, typically in the context of bilingual programs or officially monolingual programs dealing with multilingual student populations (Baker, 2011), or on multilingual scholars' publishing practices (e.g. Lillis & Curry, 2010). While there is considerable research on second language writing among undergraduate and graduate students (cf. Belcher, 2012; Leki et al., 2008), much of it has been concerned primarily with the acquisition of literacy in English (or less commonly another language) as a second or foreign language rather than multilingual writing development per se (but see Gentil, 2005; Kobayashi & Rinnert, 2013).

In contrast, most chapters in this volume illuminate ways to foster multilingual academic literacies among undergraduate students. Indeed, one of its strengths is that several contributors are educators who are directly involved in, and dedicated to, designing and implementing pedagogical strategies for their students. I trust that they will inspire like-minded readers to adopt and adapt some of these strategies for their own contexts. Of particular interest to me are the authors' attempts to offer and document ways to help multilingual writers draw on their entire linguistic repertoires as they 'write to learn' and 'learn to write' (Manchón, 2011) in and across languages.