Language teachers researching and understanding new literacies and language-in-use from a social languages perspective

Michele Knobel, Colin Lankshear

Research output: Contribution to journalArticlepeer-review

Abstract

This paper outlines two theoretical orientations towards investigating language learning (and language-in-use) and digital technology practices that we believe could be useful for language teacher researchers. The first focuses on “social languages” and the second on “new literacies.” We then analyse some data from a pre-existing study that examines participants engaged in using and learning different “world languages” within the context of a new literacies practice—making the data analysis “moves” explicit. In doing so, we identify ways participants engage in Discourses that coordinate who-is-doing-what in socially recognizable ways, and how they draw on social language proficiency to make and exchange meanings with others and participate collaboratively in shared and deeply-held interests. In the final section we identify what we see as some potential points of relevance for language teachers undertaking research.

Original languageEnglish
Pages (from-to)159-174
Number of pages16
JournalEuropean Journal of Applied Linguistics and TEFL
Volume8
Issue number2
StatePublished - 2019

Keywords

  • Data analysis
  • Digital literacies
  • New literacies
  • Social languages

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