Literacy/multiliteracies and foreign language education

This entry traces the developing role of literacy in second/foreign language education over the last few decades with an emphasis on what have been dubbed multiliteracies (New London Group, 1996) approaches. The first part of the essay discusses the expanded model of language and literacy offered by multiliteracies paradigms and how this has been taken up within North American foreign language teaching and learning. The second part then looks at emergent discussions within this field, which further the model, i.e., through attention to translingualism, multimodality, and affect.