This volume brings together studies of instructional writing practices and the products of those practices from diverse Indigenous languages and cultures. By analyzing a rich diversity of contexts—Finland, Ghana, Hawaii, Mexico, Papua New Guinea, and more—through biliteracy, complexity, and genre theories, this book explores and demonstrates critical components of writing pedagogy and development. Because the volume focuses on Indigenous languages, it questions center-margin perspectives on schooling and national language ideologies, which often limit the number of Indigenous languages taught, the domains of study, and the age groups included.

本卷汇集了对教学写作实践的研究，以及来自不同土著语言和文化的这些实践的产品。通过分析丰富多样的背景--芬兰、加纳、夏威夷、墨西哥、巴布亚新几内亚等等，本书探索并展示了写作教学法和发展的关键组成部分。由于本卷的重点是原住民语言，它对学校教育和国家语言意识形态的中心边缘观点提出了质疑，这些观点往往限制了所教授的原住民语言的数量、研究的领域和所包括的年龄组。