Reimagining Literacies Pedagogy in the Twenty-first Century - by Leonardo Veliz & Miguel Farias & Michelle Picard (Hardcover)

About the Book

"This collection brings together contemporary research and practice on how literacies are theorized, challenged, embedded and enacted in ELT practice in the Global South, and how these fuse with social, cultural, historical and political realities and localities of contexts where English is either a foreign, second or additional language. With a particular focus on diverse contexts of South America and Africa, it showcases research that focuses on the intersection of multiple literacies and English language pedagogy and provides insightful examples of pedagogical research and practice that reinvigorate a wide range of literacies often invisible in both the 'North' and 'South'"--

Book Synopsis

This book sheds light on the array of transformative literacies in the Global South, which English language teachers and educators seek to integrate within their pedagogical practices.

In English language teaching (ELT), there is an increasing need for a shift away from dominant literacy thinking, knowledge and practices that originate in the Global North.This collection brings together contemporary research and practice on how literacies are theorized, challenged, embedded and enacted in ELT practice in the Global South. It showcases research that focuses on the intersections of multiple literacies and English language pedagogy, and how these fuse with the social, cultural, historical and political realities of contexts where English is a foreign, second or additional language.

The authors provide insightful examples of pedagogical research and practice that reinvigorate a wide range of literacies often invisible or silenced in both the 'North' and 'South'. These include multicultural literacy, critical environmental literacy, digital multimodal literacy, the interplay of visual literacy and local culture, multiple literacies in ELT racializing practices, multiliteracies pedagogies for teacher agency and social justice. With a focus on the diverse contexts of South America and Africa, some chapters in this volume leverage their unique socio-cultural and socio-political contexts to foreground the literacies experiences and practices of students, teachers and educators in ELT settings that contribute to improved language learning experiences.

Review Quotes

A rich resource for researchers, teacher educators, and practitioners in the field of multiliteracy education which integrates theory, research, practice in a compelling manner.

About the Author

Leonardo Veliz is Associate Professor in Language, Literacy and Education at the University of New England, Australia.

Miguel Farias is Professor of English, Applied Linguistics and Discourse Studies at Universidad de Santiago de Chile, Chile.

Michelle Picard is Professor and Pro Vice Chancellor Learning and Teaching at Flinders University, Australia.