Looking at activities in multilingual school settings, this accessible and timely work is now in its second edition. This book is a delightful collection of research on young bilingual school children, presented as vignettes from their journey to multilingual literacy. It consists of 10 chapters, 7 of which were written by the editor herself. Datta starts with her inspiring personal story of growing into literacy in multiple languages. The other contributors include Ross, whose chapter offers snapshots into early childhood years; Cunningham, who discusses school policies supportive of bilingual development; and Cunningham, Menter,  and Sheibani, who focus on refugee children’s literacy development. The foreword is written by Baker.

The role of teachers and parents as key figures on the child’s road to multilingual literacy is emphasized throughout the book. Most of the case studies are based on success stories: children from multilingual and multicultural backgrounds who have received plenty of support from home, for instance, mothers visit classrooms, fathers write poems as a hobby, and families in general are supportive of children’s literacy in multiple languages. Datta’s research participants often had good role models at home. Yet, even those children at the beginning stages of their multilingual development were able to flourish with the help of excellent teachers and interesting and motivating tasks.

Although this work is based on the British school system, its examples are easily applicable to non-British settings. Practitioners—those who work with bilingual children and care about the development of their literacy skills, not only in English but also in their native languages—will appreciate this book. The importance of using children’s experiences in their first languages as a resource that will aid their English literacy skills if they are given a chance to tap this resource is emphasized throughout the book. Through the vignettes describing children’s literary activities (reading, writing poems and stories, illustrating narratives), the contributors provide ideas of how children’s multicultural literacies can be nurtured.

This work will be highly beneficial for elementary education teachers in multilingual and multicultural environments, and it is suitable reading for future teachers in bilingual education programs. The chapters also offer ideas for teachers who work on the literacy skills of monolingual children.