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This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted in a public Swedish language introductory class in 2017/2018. Its purpose is to investigate how the students engaged in literacy practices during the instruction, and how they were supported by their teachers. Empirical data, which included field notes, audio recordings, and interviews with students,doi:10.1080/09500782.2019.1701006 fatcat:6q7pjgmu2re3llklhilqsvzieq