This book explores sociocultural theories as they relate to language and literacy teaching and learning, and to professional preparation and development for language teachers. Language teachers and language teacher educators weave research, theory and practice together as they articulate and explore theoretical perspectives through detailed descriptions and analyses of practices.

This book examines semiotics, meaning-making and the co-construction of relations in transmodal communications. Through the lens of transpositioning - the multiple and interwoven layers of emplacements and positionings that are entailed in communications which cross and transcend the boundaries that have historically shaped our thinking about the world and its inhabitants - the chapters interrogate digital languaging and literacies, and how transmodal communications shape identities, belongings and relationships, with particular attention paid to issues of equity and social justice. The chapter authors consider both transmodalities and critical cosmopolitanism as they analyze empirical data from youth, adults and researchers participating in a project that digitally connects youth to share their lives across diverse and under-resourced global communities. In offering this multi-perspectival, multi-voiced volume, the authors portray and address methodological issues in researching transglobal transmodal communications.

This book examines semiotics, meaning-making and the co-construction of relations in transmodal communications. Through the lens of transpositioning - the multiple and interwoven layers of emplacements and positionings that are entailed in communications which cross and transcend the boundaries that have historically shaped our thinking about the world and its inhabitants - the chapters interrogate digital languaging and literacies, and how transmodal communications shape identities, belongings and relationships, with particular attention paid to issues of equity and social justice. The chapter authors consider both transmodalities and critical cosmopolitanism as they analyze empirical data from youth, adults and researchers participating in a project that digitally connects youth to share their lives across diverse and under-resourced global communities. In offering this multi-perspectival, multi-voiced volume, the authors portray and address methodological issues in researching transglobal transmodal communications.

In this seminal volume leading language and literacy scholars clearly articulate and explicate major social perspectives and approaches in the fields of language and literacy studies. Each approach draws on distinct bodies of literature and traditions and uses distinct identifiers, labels, and constellations of concepts; each has been taken up across diverse global contexts and is used as rationale and guide for the design of research and of educational policies and practices. Authors discuss the genesis and historical trajectory of the approach with which they are associated; offer their unique perspectives, rationales, and engagements; and investigate implications for understanding language and literacy use in and out of schools. The premise of the book is that understanding concepts, perspectives, and approaches requires knowing the context in which they were created, the rationale or purpose in creating them, and how they have been taken up and applied in communities of practice. Accessible yet theoretically rich, this volume is indispensible for researchers, students, and professionals across the fields of language and literacy studies.

In this seminal volume leading language and literacy scholars clearly articulate and explicate major social perspectives and approaches in the fields of language and literacy studies. Each approach draws on distinct bodies of literature and traditions and uses distinct identifiers, labels, and constellations of concepts; each has been taken up across diverse global contexts and is used as rationale and guide for the design of research and of educational policies and practices. Authors discuss the genesis and historical trajectory of the approach with which they are associated; offer their unique perspectives, rationales, and engagements; and investigate implications for understanding language and literacy use in and out of schools. The premise of the book is that understanding concepts, perspectives, and approaches requires knowing the context in which they were created, the rationale or purpose in creating them, and how they have been taken up and applied in communities of practice. Accessible yet theoretically rich, this volume is indispensible for researchers, students, and professionals across the fields of language and literacy studies.