Babino, AlexandraAraujo, Juan J.Maxwell, Marie L.2023-06-152023-06-152019This is a published version of a paper that is available at: https://www.talejournal.com/index.php/TJLE/article/view/12. Recommended citation: Babino, A., Araujo, J. J., & Maxwell, M. L. (2019). Critical, compelling, and linguistically scaffolded literature: Implementing text sets multilingually for social justice. Texas Journal of Literacy Education.7(1), 44-64. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.https://hdl.handle.net/11274/15107https://www.talejournal.com/index.php/TJLE/article/view/12Article originally published in Texas Journal of Literacy Education.7(1), 44-64. English. Published online 2019. https://www.talejournal.com/index.php/TJLE/article/view/12In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focusin this article is to offer in-service teachers a heuristic for compiling a multi-genre, multilingual text set to support bi/multilingual students’ positive identities and literacies practices. This text set is designed with the themes of identity and social justice in order to reflect the students’ struggle to fully participate in the American Dream. It also describes how teachers can purposely plan for linguistic support in students’ additional languages, language varieties, and English. Taken together, we believe that deeply exploring these compelling books from a critical perspective with linguistic scaffolds will allow teachers to foster robust multilingual literacy skills to address social justice in the classroom and beyond.en-USMinoritized studentsMulti-genre multilingual textLinguistic supportArticleTJLE is proud to be an open access journal. All published content is available at no cost. Copyright remains with the author/s. https://www.talejournal.com/index.php/TJLE/about