Literacy has traditionally been associated with the linguistic and functional ability to read and write; however, in the 21st century, language educators have moved away from this perception of literacy to more a complex and expanded definition that introduces new literacies and focuses on preparing students to reach their full potentials in modern societies (Lankshear & Knobel, 2011). The complexity in literacy instruction lies in the need to prepare language learners "to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, [and] present ideas and opinions" (Australian Curriculum, Assessment, and Reporting Authority, 2016, p. 1) while using multilingual literacy practices (Edwards, 2015). We welcome papers that explore the multifaceted nature of literacy development in language learners across the lifespan from childhood to adulthood because literacy instruction in contemporary language classrooms must serve diverse multilingual student populations, go beyond developing reading and writing abilities, and include multi-modal practices. Discussions about literacy practices among applied linguists are crucial as recent research underscores the fact that language teachers are not adequately prepared to respond to the emerging and ever-broadening changes in the literacy needs of their learners (Breivik, 2005; Hobbs, 2008).
Literacy has traditionally been associated with the linguistic and functional ability to read and write; however, in the 21st century, language educators have moved away from this perception of literacy to more a complex and expanded definition that introduces new literacies and focuses on preparing students to reach their full potentials in modern societies (Lankshear & Knobel, 2011). The complexity in literacy instruction lies in the need to prepare language learners "to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, [and] present ideas and opinions" (Australian Curriculum, Assessment, and Reporting Authority, 2016, p. 1) while using multilingual literacy practices (Edwards, 2015). We welcome papers that explore the multifaceted nature of literacy development in language learners across the lifespan from childhood to adulthood because literacy instruction in contemporary language classrooms must serve diverse multilingual student populations, go beyond developing reading and writing abilities, and include multi-modal practices. Discussions about literacy practices among applied linguists are crucial as recent research underscores the fact that language teachers are not adequately prepared to respond to the emerging and ever-broadening changes in the literacy needs of their learners (Breivik, 2005; Hobbs, 2008).
Room 1 AILA 2021 aila2021@gcb.nl
Raichle Farrelly
Martha Young-Scholten
Chatwara Duran
Mona Evelyn Flognfeldt
Kirsi Leskinen
Sara Schroeter
Sviatlana KarpavaTechnical Issues?
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