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This edited volume unpacks the familiar concepts of language,
literacy and learning, and promotes dialogue and bridge building
within and across these concepts. Its specific interest lies in
bridging the gap between Literacy Studies (or New Literacy
Studies), on the one hand, and SLA and scholarship in learning in
multilingual contexts, on the other. The chapters in the volume
center-stage empirical analysis, and each addresses gaps in the
scholarship between the two domains. The volume addresses the need
to engage with the concepts, categorizations and boundaries that
pertain to language, literacy and learning. This need is especially
felt in our globalized society, which is characterized by constant,
fast and unpredictable mobility of people, goods, ideas and values.
The editors of this volume are founding members of the Nordic
Network LLL (Language, Literacy and Learning). They have initiated
a string of workshops and have discussed this theme at Nordic
meetings and at symposia at international conferences.
Literacy Practices in Transition explores the connections between
local, situated literacy practices and global processes of mobility
in the geographical space of the Nordic countries, an example of
contemporary mobile societies. The detailed empirical analyses show
how these connections affect individuals, practices and policies;
how the global and local meet in discourses and practices and how
people need to (re)negotiate their way in the complex and messy
spaces in which they move. The volume challenges current trends in
the global standardization of language and literacy education.
Instead, it promotes the idea of literacy as a multiple,
multilingual, multimodal and constantly contestable and negotiable
phenomenon, which calls for the development of language and
literacy education that is sensitive to the needs and experiences
of the individual actors.
This edited volume unpacks the familiar concepts of language,
literacy and learning, and promotes dialogue and bridge building
within and across these concepts. Its specific interest lies in
bridging the gap between Literacy Studies (or New Literacy
Studies), on the one hand, and SLA and scholarship in learning in
multilingual contexts, on the other. The chapters in the volume
center-stage empirical analysis, and each addresses gaps in the
scholarship between the two domains. The volume addresses the need
to engage with the concepts, categorizations and boundaries that
pertain to language, literacy and learning. This need is especially
felt in our globalized society, which is characterized by constant,
fast and unpredictable mobility of people, goods, ideas and values.
The editors of this volume are founding members of the Nordic
Network LLL (Language, Literacy and Learning). They have initiated
a string of workshops and have discussed this theme at Nordic
meetings and at symposia at international conferences.
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