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In this longitudinal case study, Catherine Compton-­Lilly and Margaret R. Hawkins explore one immigrant youth's engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandings, and literacies that children in transglobal families bring to class rooms. Specifically, they exam ine twelve years of longitudinal data following the youth's development of a critical cosmopolitan stance and then apply a transliteracies framework to analyze complementary facets of emergence, uptake, resonance, and scale implicated in transglobal relations and comparisons. The article closes with recommendations for educational practice.

With consideration of the increasing diversity, globalization, and digitalization that is so significantly impacting human relations and communication, this study, through the dual lenses of figured worlds (Holland, Skinner, Lachicotte, & Cain, 1998) and transmodalities (Hawkins, 2018), investigates transnational communications among youth. Specifically, the researchers explore how youth co-construct meanings of selves and others and understandings of different ways of being, through video making and online communication across time and space. Through analysis of data from an out-of-school transnational digital storytelling project for plurilingual youth, the authors identify a series of transmodal moments and critical incidents that occurred in and across different figured worlds. The article considers how these transmodal engagements (re)shaped cultural and global understandings and relations, and demonstrates how the dual frames--figured worlds and transmodalities--can serve as heuristics for understandings of transmodal representation and transnational communication in digitally mediated spaces that are increasingly common in our world.

The number of immigrant English learners attending schools in new destinations across the US is rapidly increasing. We draw on the sociological scholarship on "contexts of reception" and scholarship on sociocultural approaches to policy to examine the educational contexts faced by immigrant English learners in new destination communities and how these contexts shape their educational experiences. Using data from qualitative case studies of rural school districts in Wisconsin, we examined local discourses surrounding new immigrant populations, and how they shaped the ways in which local educators interpreted and enacted educational policies on the ground. We argue that policy implementation is influenced by local understandings of immigrant English learners and their educational needs, such that potentially inclusive educational policies become assimilative in practice.

The "trans-" turn in language studies illuminates human communication as the coordination and interpretation of a vast array of semiotic resources that are entangled with language in fluid and unpredictable ways. It also highlights the current era of globalization in which communication occurs with ever-increasing rapidity among ever-expanding audiences, through rapidly changing semiotic means and modes. It transcends the local, to become translocal and transnational, indexing the diversity of actors engaged in new configurations of communicative engagements. Framed by notions of repertoires and modalities, in this article I offer a rationale for and close articulation of transmodalities, to more fully consider processes of semiosis across place, space, and time. Because meanings matter--especially relational aspects of communication--I propose critical cosmopolitanism to account for humane, ethical approaches to human engagements and their outcomes. I provide data from a project that connects youth across the globe through technology-mediated communications to demonstrate how these dual frames--transmodalities and critical cosmopolitanism--can serve as guideposts and heuristic lenses for transnational interactions, relations, and learning in a globalized, technologized world.

Discourses of globalization and cosmopolitanism, focusing on the rapid flows of people, resources, and knowledge around the globe and subsequent encounters between global citizens, present a binary between "global" and "local." At the same time educational theories, perhaps especially in the areas of language and literacy studies, promote a view of learning as occurring through mediated interactions in local, situated practices. This article offers a lens to bridge perspectives between ever-increasing global shifts and movements and situated human interactions through a theorization of the mediational nature of place. Following discussion of global and local as binaries across literatures, I offer a theory of ontologies of place, highlighting it as mediational in meaning making in human interactions. Locating learning within a sociocultural framework, I describe a project linking underresourced English-learning youth transnationally through multimodal e-communication, then present an analysis of data from the project to illuminate how place mediates the interactions through which understandings are negotiated and constructed. Findings point to not only the primacy of place in creative meaning making among global youth, but also to the necessity of paying adequate attention to a critical cosmopolitanism: a way forward that considers how to promote and support global encounters and engagements in a way that expands affiliations, openness, creativity, and caring with an imperative to create and sustain just and equitable relations.

This is a two-part discussion. Part 1 is entitled "English Language Learning in Subject Lessons", and Part 2 is titled "Video as a Research Tool/Counterpoint". Working with different research concerns, the authors attempt to draw attention to a set of methodological and theoretical issues that have emerged in the research process using video data. The broad aim is to signal the need to address these complex and intriguing issues explicitly, as video material is used in a great deal of educational and social science research. (Contains 1 footnote.)

This article examines the culture of community-based after-school programs that serve low-income Hmong immigrant youth. By drawing on knowledge of Hmong culture, history, and family structure, and knowledge of mainstream American culture, the staff at the community centers are able to connect to children and adolescents in ways that schools do not. Despite the success that community centers have in connecting to Hmong immigrant youth, they are less successful in providing youth with literacy-rich activities that promote school success. The authors argue that through collaboration, schools and community based after-school programs may be able to bridge the academic and cultural barriers that marginalize low-income immigrant youth. (Contains 2 notes.)

The art scene of the long awaited Millennium Park in Chicago is riding high with a wave of newfound energy and the latest happenings of the city are described. James Cuno replaced James Wood as the director and president of the Art Institute of Chicago, the Terra Museum of American Art closed down and several of Chicago's art-world icons passed away.

The expansion plans of the Art Institute of Chicago, to be overseen by architect Renzo Piano, are symbolic of the changes taking place in the city's art community. A survey of the city's museums, galleries, and artists is presented.