Information and communication technologies have fundamentally altered the nature of young people''s literacy development and practice. Students interact within a variety of communities of practice, both online and offline, to accomplish a range of educational, personal, recreational, and social purposes. As the gap widens between technologically mediated home literacy practices and the more traditional instructional approaches typically used in classrooms, the academic requirements of many students, especially those from diverse cultures, are not being met. This book examines the home literacy practices of Chinese students learning English as a Second Language (ESL), specifically, the linguistic strategies they use when they have difficulty expressing themselves in English while engaged in online communication. The authors examined the range of code-switching strategies that they employed to cope with linguistic difficulties. Information in this book will help educators to accommodate ESL students'' learning using multiliterate approaches. This book also will be useful to researchers, graduate students, and curriculum specialists in the field of second/foreign language education.