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Language and literacy socialization has been researched for nearly three decades in a variety of settings in which children are learning their first language (usually English in the existing research) and becoming literate in the same language. In comparison, much less research from a language socialization perspective has investigated students learning (through) an additional language for academic purposes, or the norms, preferences, and expectations regarding language and literacy practices in second‐language or multilingual contexts. Furthermore, relatively little research has been conducted at the secondary and postsecondary education levels for immigrant and international students seeking access to high‐stakes oral, written, blended, multimodal, and digitally‐mediated classroom discourses. In this chapter, we review major themes and types of analysis found in current research and identify gaps and …