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.
List of Figures List of Tables Notes on Contributors Foreword, Eveline Chan (University of New England, Australia) Acknowledgements 1. Mapping the Territory of Literacies Pedagogies in the Global South, Leonardo Veliz (University of New England, Australia), Miguel Farias (University of Santiago, Chile) and Michelle Picard (Flinders University, Australia) Part I: Multiple Literacies in ELT Textbooks and Materials 2. Literary Competencies in the EFL Classroom: Preservice Teachers’ Responses on Two Contemporary Picturebooks, Gabriel Romero Karlsson (Catholic University, Chile) 3. ELT Racializing Practices in Multiple Literacies of Internet Resources: A Critical Race Theory Analysis in the Colombian Context, Sandra Ximena Bonilla Medina (Universidad Distrital Francisco José de Caldas Bogotá, Colombia) and Daniel Francisco Bustos (Universidad Distrital Francisco José de Caldas, Colombia) 4. Visual Literacy in the Chilean EFL Classroom: Portraying Learners’ Regional Culture and Identity, Michel Riquelme Sanderson (Arturo Prat University, Chile) and Hernán Pereira Palomo (Arturo Prat University, Chile) Part II: Multiple Literacies in Language Teacher Education 5. Critical Environmental Literacy in Language Teacher Education: Eco-Journals and Green Textbook Analysis, Miguel Farias (University of Santiago, Chile) and Katharina Glas (Valparaiso Catholic University, Chile) 6. Promoting Multilingual and Multimodal Literacy Discourses: From Silence to Advocacy in Chilean EFL Teacher Education, Rodrigo Arellano (La Frontera University, Chile) 7. Becoming by Overcoming: Literacy Development in EFL Preservice Teachers’ Encounters with Language Ideologies in Brazil, Vander Tavares (Inland Norway University of Applied Sciences, Norway) 8. Textbook Use in Developing Multiliteracies by Preservice English Language Teachers in Tanzania: A Phenomenological Study, Rose Acen Upor (University of Dar es Salaam, Tanzania) Part III. Multiple Literacies in ELT Pedagogy and Practice 9. Integrating Contextual and Textual Features of Academic Literacies, Oscar Eybers (University of Pretoria, South Africa) 10.Pedagogies of Multiliteracies for Learner Agency through English Language Teachers’ Interactive and Reflexive Positionings, Minh Hue Nguyen (Monash University, Australia), Leonardo Veliz (University of New England, Australia) and Made Hery Santosa (Universitas Pendidikan Ganesha, Indonesia) 11.Defying Deficit Views of Literacy through RefugeeCrit and Multicultural Literacies, Leonardo Veliz (University of New England, Australia), Danielle H. Heinrichs (Griffith University, Australia) and Adriana R. Diaz (University of Queensland, Australia) 12. Digital Multimodal Composing Practices by ELLs in K-12 Settings: A Systematic Review of Empirical Research, Stephanie Vigil (Ohio State University, USA) and Youngjoo Yi (Ohio State University, USA) 13. Navigating the Role of English in Multilingual Postcolonial Classrooms: Literacies, Pedagogy and Language Choice, Mary dos Santos (Murdoch University, Australia), Wendy Cumming-Potvin (Murdoch University, Australia), Libby Jackson-Barrett (Edith Cowan University, Australia) Afterword, Leonardo Veliz (University of New England, Australia), Miguel Farias (University of Santiago, Chile) and Michelle Picard (Flinders University, Australia) Index
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.
Reviews for Reimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learners
A rich resource for researchers, teacher educators, and practitioners in the field of multiliteracy education which integrates theory, research, practice in a compelling manner. -- Christian Ludwig, Freie Universität Berlin, Germany
