Reimagining Literacies Pedagogy in the Twenty-first Century

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 theorised, 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 Reimagining Literacies Pedagogy in the Twenty-first Century leverage their unique socio-cultural and socio-political contexts to foreground the literacies experiences and practices of students, teachers, and educators in ELT settings, contributing to improved language learning experiences.