A new article of mine, “Moving across languages, literacies, and schooling traditions”, has just come out in Language Arts, part of a special issue ‘Remaking Literacies across Time and Place’. Click here for contents of the issue. In this article I draw upon my research in the Maroua Fulbe community in northern Cameroon and in the Somali immigrant-refugee community in Columbus to provide insights into the schooling and literacy experiences Somali children and other Muslim immigrants may bring to public school from their other school. I first discuss Qur’anic schooling in the Fulbe community, describing the organization and the significance of this schooling tradition for participants, as well as the recent rise of double schooling and changes in Islamic educational practice. I then shift my focus to the Somali immigrant-refugee community in Columbus, discussing changes in Qur’anic schooling that have arisen in this diasporic context. After discussing how Qur’anic school experiences may affect Muslim language-minority children’s second language and literacy learning in public school, I conclude with reflections on how knowledge of Qur’anic schooling and Qur’anic school-based literacies might impact the practices of public elementary school educators.