Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content--whether in reading, discussing, or writing--and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional, and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners, and students of multilingual higher education and academic literacy. Chapters include: (1) Introduction: Biliteracies in Higher Education (David M. Palfreyman and Christa van der Walt); (2) 'No Way, I Could Never Write My Essays in Cantonese. I Only Know How to Do It in English': Understanding Undergraduate Students' Languages and Literacies at a Hong King University (Tracey Costley); (3) Academic Biliteracy in College: Borderland Undergraduate Engineering Students' Mobilization of Semiotic Resources (Alberto Esquinca, Erika Mein, Elsa Q. Villa, and Angélica Monárrez); (4) Translanguaging in University Literary Practice: Bilingual Collaboration Around English Texts (Catherine M. Mazak, A.J. Rivera, and Lauren Pérez Mangonéz); (5) Surfacing and Valuing Students' Linguistic Resources in an English-Dominant University (Ellen Hurst, Mbulungeni Madiba, and Shannon Morreira); (6) Translation Narratives: Engaging Multilingual Learners in Translingual Writing Practices (Julia E. Kiernan); (7) Affirming the Biliteracy of University Students: Provision of Multilingual Lecture Resources at the University of the Western Cape, South Africa (Bassey E. Antia and Charlyn Dyers); (8) Creative Collaboration in Higher Education: A "Coleg Cymraeg Cenedlaethol" Case-Study (Gwawr Ifan and Rhian Hodges); (9) Bilingual Research Literacy for Chinese Language Teachers (Danping Wang); (10) Biliteracy as Policy in Academic Institutions (Beverly Baker, David M. Palfreyman, Gwenn Hiller, Wilson Poha, and Zina Manu); and (11) Afterword: Moving Forward with Academic Biliteracy Research (Guillaume Gentil).