Emerging Bilingual Learners have been the recipients of many literacy reforms over the years, but research about their strengths and needs are rarely considered when reforms are implemented. As a result, outcomes have been disappointing and perceived gaps have maintained. This student population has not been served well by approaches to literacy instruction, approaches which place particular emphasis on foundational skills, that are geared toward monolingual students. This is not just an education issue but also an issue of social justice—educators must do better by these students. With a strong research base upon which to build effective literacy approaches for emerging bilingual learners, authors Sandra Butvilofsky, Kathy Escamilla, and Susan Hopewell recommend pedagogical orientations as well as strategies and methods for teachers and schools to use that are both research based, and research tested. These include the Literacy Squared Model, examples of assets-based orientations and teaching approaches for emerging bilingual learners, and attention to all components of biliteracy instruction, with a particular focus on writing.