Digital and Multimodal Literacies in Foreign Language Learning: Theories and application

Abstract

This article traces the evolution of the term literacy in the plurality of its branches, analysing its strong points as much as the critical aspects highlighted by research in the field of language education. The emphasis is placed on the relationship between literacy and language classrooms, where the promotion of plural, multimodal and digital literacies still seems difficult to achieve. This article calls attention to the comparison between the most recent case studies in the language education field and the specific learning objectives for literacy teaching and learning. It concludes by suggesting new directions for further research.