Introduction to the special issue: Living Literacies: L2 Learning, Textuality and Social Life

Research output: Contribution to journalArticlepeer-review

Abstract

This special volume on “Living Literacies” is an addendum to an existing body of work in L2 education that has amassed over the past few decades, which makes a collective case that literacy ought to be a central pedagogical objective for language and culture curricula. This has been a particularly predominant discourse in collegiate foreign language teaching, where the calls for a paradigm shift are often directly coupled with critiques of the bifurcated curricular models that have long shaped foreign language departments (e.g., Allen & Paesani, 2010; Kern, 2000, 2003), though interest in L2 literacy over the past couple of decades has also been associated with broader discussions around advanced linguistic development (e.g., Byrnes, 2005; Byrnes, Maxim, & Norris, 2010; Maxim, 2009) and in particular, language learning for specific or academic purposes (Hyland, 2007; Yasuda, 2011).<br>The articles in this volume contribute to these ongoing discussions by focusing more specifically on
Original languageEnglish
Pages (from-to)3-15
JournalL2 Journal
StatePublished - Feb 2018

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