Advertisement

Foreword

  • Lourdes OrtegaEmail author
Chapter
Part of the Educational Linguistics book series (EDUL, volume 39)

Abstract

Defining literacy is a difficult task. Yet everyone knows what literacy is. Or does everyone? One of my favorite illustrations of what literacy can be at its best comes from Blanton’s (2002) recount of a classroom interaction in Casablanca’s American School between 5-year old Mira, who at home speaks Arabic and French, and her teacher, Marge, when Mira was drawing the story of “the day she was born”:

References

  1. Adamuti-Trache, M. (2013). Language acquisition among adult immigrants in Canada: The effect of premigration language capital. Adult Education Quarterly, 63(2), 103–126.CrossRefGoogle Scholar
  2. Addey, C., Sellar, S., Steiner-Khamsi, G., Lingard, B., & Verger, A. (2017). The rise of international large-scale assessments and rationales for participation. Compare: A Journal of Comparative and International Education, 47(3), 434–452.CrossRefGoogle Scholar
  3. Ağırdağ, O., & Vanlaar, G. (2016). Does more exposure to the language of instruction leads to higher academic achievement? A cross-national examination. International Journal of Bilingualism, 22, 123–137.  https://doi.org/10.1177/1367006916658711.CrossRefGoogle Scholar
  4. Bagga-Gupta, S. (2017). Going beyond oral-written-signed-irl-virtual divides: Theorizing languaging from mind-as-action perspectives. Writing and Pedagogy, 9(1), 49–75.  https://doi.org/10.1558/wap.27046.CrossRefGoogle Scholar
  5. Bagga-Gupta, S., & Rao, A. (2018). Languaging in digital global South–North spaces in the twenty-first century: Media, language and identity in political discourse. Bandung: Journal of the Global South, 5(3), 1–34.  https://doi.org/10.1186/s40728-018-0047-z.CrossRefGoogle Scholar
  6. Benmamoun, E., Montrul, S., & Polinsky, M. (2013). Heritage languages and their speakers: Opportunities and challenges for linguistics. Theoretical Linguistics, 39(3–4), 129–181.Google Scholar
  7. Benjamin, R., Pecos, R., & Romero, M. E. (1996). Language revitalization efforts in the Pueblo de Cochiti: Becoming “literate” in an oral society. In H. H. Nancy (Ed.), Indigenous literacies in the Americas: Language planning from the bottom-up (pp. 115–136). Berlin: Mouton.Google Scholar
  8. Bigelow, M., & King, K. A. (2015). Somali immigrant youths and the power of print literacy. Writing Systems Research, 7, 4–19.CrossRefGoogle Scholar
  9. Blanton, L. L. (2002). Seeing the invisible: Situating L2 literacy acquisition in child–teacher interaction. Journal of Second Language Writing, 11(4), 295–310.CrossRefGoogle Scholar
  10. Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  11. Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18.  https://doi.org/10.1017/S026719051300007X.CrossRefGoogle Scholar
  12. Courtois, C., & Verdegem, P. (2016). With a little help from my friends: An analysis of the role of social support in digital inequalities. New Media and Society, 18(8), 1508–1527.  https://doi.org/10.1177/1461444814562162.CrossRefGoogle Scholar
  13. Elola, I., & Oskoz, A. (2017). Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices. Journal of Second Language Writing, 36, 52–60.  https://doi.org/10.1016/j.jslw.2017.04.002.CrossRefGoogle Scholar
  14. García, O., & Tupas, R. (2019). Doing and undoing bilingualism in education. In A. De Houwer & L. Ortega (Eds.), The Cambridge handbook of bilingualism (pp. 390–407). New York: Cambridge University Press.Google Scholar
  15. Gonzales, A. L. (2017). Disadvantaged minorities’ use of the Internet to expand their social networks. Communication Research, 44(4), 467–486.  https://doi.org/10.1177/0093650214565925.CrossRefGoogle Scholar
  16. Gonzalez, C., & Katz, V. S. (2016). Transnational family communication as a driver of technology adoption. International Journal of Communication, 10, 2683–2703.Google Scholar
  17. Gregory, E., Arju, T., Jessel, J., Kenner, C., & Ruby, M. (2007). Snow White in different guises: Interlingual and intercultural exchanges between grandparents and young children at home in East London. Journal of Early Childhood Literacy, 7(1), 5–25.CrossRefGoogle Scholar
  18. Harney, N. (2013). Precarity, affect and problem solving with mobile phones by asylum seekers, refugees and migrants in Naples, Italy. Journal of Refugee Studies, 26(4), 541–557.  https://doi.org/10.1093/jrs/fet017.CrossRefGoogle Scholar
  19. Hargittai, E. (2010). Digital na(t)ives? Variation in Internet skills and uses among members of the “Net Generation”. Sociological Inquiry, 80(1), 92–113.  https://doi.org/10.1111/j.1475-682X.2009.00317.x.CrossRefGoogle Scholar
  20. Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11(4), 329–350.CrossRefGoogle Scholar
  21. Hawkins, M. R. (2018). Transmodalities and transnational encounters: Fostering critical cosmopolitan relations. Applied Linguistics, 39(1), 55–77.  https://doi.org/10.1093/applin/amx048.CrossRefGoogle Scholar
  22. Heller, M., & McElhinny, B. (2017). Language, capitalism, colonialism: Toward a critical history. Toronto: University of Toronto Press.Google Scholar
  23. Helsper, E. J., & Reisdorf, B. C. (2016). The emergence of a “digital underclass” in Great Britain and Sweden: Changing reasons for digital exclusion. New Media and Society, 19(8), 1253–1270.  https://doi.org/10.1177/1461444816634676.CrossRefGoogle Scholar
  24. Horst, H. A., & Taylor, E. B. (2014). The role of mobile phones in the mediation of border crossings: A study of Haiti and the Dominican Republic. Australian Journal of Anthropology, 25, 155–170.  https://doi.org/10.1111/taja.12086.CrossRefGoogle Scholar
  25. Jenkins, H., (with) Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press. Retrieved from: https://www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF
  26. Jensen, S. H. (2017). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34, 1), 1–1),19.  https://doi.org/10.1558/cj.29519.CrossRefGoogle Scholar
  27. Kirsch, I. S., Jungeblut, A., Jenkins, L., & Kolstad, A. (2002). Adult literacy in America: A first look at the findings of the National Adult Literacy Survey. Retrieved from: https://nces.ed.gov/pubs93/93275.pdf
  28. Kozar, O., & Yates, L. (2018). Factors in language learning after 40: Insights from a longitudinal study. International Review of Applied Linguistics in Language Teaching, 57, 181–204.  https://doi.org/10.1515/iral-2015-0113.CrossRefGoogle Scholar
  29. Kristen, C., Mühlau, P., & Schacht, D. (2016). Language acquisition of recently arrived immigrants in England, Germany, Ireland, and the Netherlands. Ethnicities, 16, 180–212.CrossRefGoogle Scholar
  30. Li Wei (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.  https://doi.org/10.1093/applin/amx039.CrossRefGoogle Scholar
  31. Lindgren, E., & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension. International Journal of Multilingualism, 10, 105–129.  https://doi.org/10.1080/14790718.2012.679275.CrossRefGoogle Scholar
  32. Lugones, M. (2003). Pilgrimages/Peregrinajes: Theorizing coalition against multiple oppressions. New York: Rowman and Littlefield.Google Scholar
  33. Makoni, S., & Pennycook, A. (2012). From monological multilingualism to multilingua francas. In A. Creese, A. Blackledge, & M. Martin-Jones (Eds.), The Routledge handbook of multilingualism (pp. 439–453). New York: Routledge.Google Scholar
  34. Manchón, R. M., & Williams, J. (2016). L2 writing and SLA studies. In R. M. Manchón & P. K. Matsuda (Eds.), The handbook of second and foreign language writing (pp. 567–586). Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
  35. McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84, 101–124.CrossRefGoogle Scholar
  36. Marwick, A. E., & boyd, D. (2014). Networked privacy: How teenagers negotiate context in social media. New Media & Society, 16(7), 1051–1067.Google Scholar
  37. National Assessment of Educational Progress [NAEP]. (2017). The nation’s report card: 2017 reading results. Retrieved from: https://www.nationsreportcard.gov/reading_math_2017_highlights/files/infographic_2018_reading.pdf
  38. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93.CrossRefGoogle Scholar
  39. Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning, 63(s1), 1–24.  https://doi.org/10.1111/j.1467-9922.2012.00735.x.CrossRefGoogle Scholar
  40. Polio, C. (2017). Second language writing development: A research agenda. Language Teaching, 50(2), 261–275.CrossRefGoogle Scholar
  41. Shaw, A., & Hargittai, E. (2018). The pipeline of online participation inequalities: The case of Wikipedia editing. Journal of Communication, 68(1), 143–168.CrossRefGoogle Scholar
  42. Spivak, G. C. (1993). Outside in the teaching machine. New York: Routledge and Kegan Paul.Google Scholar
  43. Spolsky, B., & Irvine, P. (1982). Sociolinguistic aspects of the acceptance of literacy in the vernacular. In F. Barkin, E. A. Brandt, & J. Ornstein-Galicia (Eds.), Bilingualism and language contact: Spanish, English and Native American languages (pp. 73–79). New York: Teachers College Press.Google Scholar
  44. Street, B. V. (2005). At last: Recent applications of new literacy studies in educational contexts. Research in the Teaching of English, 39(4), 417–423.Google Scholar
  45. Sylvén, L. K., & Sundqvist, P. (2017). Editorial. Special issue: Computer-assisted language learning (CALL) in extracurricular/extramural contexts. CALICO Journal, 34(1), i–iv.CrossRefGoogle Scholar
  46. UNESCO. (2014). Teaching and learning: Achieving quality for all. EFA Global Monitoring Report Summary. Retrieved from: https://en.unesco.org/gem-report/youth-illiteracy-1
  47. UNESCO Institute for Statistics. (2017, September). Literacy rates continue to rise from one generation to the next. Fact Sheet No. 45, FS/2017/LIT/45. Retrieved from: http://uis.unesco.org/sites/default/files/documents/fs45-literacy-rates-continue-rise-generation-to-next-en-2017_0.pdfGoogle Scholar
  48. United Nations. (2017, December). Population facts. Department of Economic and Social Affairs Population Division, No. 2017/5. Retrieved from: http://www.un.org/en/development/desa/population/publications/pdf/popfacts/PopFacts_2017-5.pdf
  49. Webster, A. K. (2006). Keeping the word: On orality and literacy (with a sideways glance at Navajo). Oral Tradition, 21(2), 295–324.CrossRefGoogle Scholar
  50. Winsler, A., Burchinal, M. R., Tien, H.-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., LaForett, D., Kim, Y. K., & De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750–764.CrossRefGoogle Scholar
  51. World Bank. (n.d.). Individuals using the Internet (% of population). Retrieved from: https://data.worldbank.org/indicator/IT.NET.USER.ZS

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Georgetown UniversityWashington, DCUSA

Personalised recommendations