Literacy and language education in the digital age: Emerging trends and pedagogical ideologies
Abstract
This article offers an exploration of the evolving landscape of language education, with a particular focus on the influence of the digital age and emerging pedagogical ideologies. The article begins by examining the profound impact of the digital age on language learning. It explores concepts such as so-called digital natives and the transformation and emergence of new literacies. It examines the complexities of language acquisition in a world characterized by multiliteracies and discusses the tension between monoglossic language ideologies and heteroglossia. It finalizes by addressing the global spread of languages and the pedagogical approach of translanguaging, concluding with insights drawn from Complexity Theory as emerging ideologies. This comprehensive examination of language learning provides valuable insights for educators, researchers, and policymakers navigating the complexities of language education in the digital era.
Keywords
second language acquisition, digital age, emerging pedagogies, literacies
How to Cite
Burns, O. U., (2025) “ Literacy and language education in the digital age: Emerging trends and pedagogical ideologies ”, The Journal of Second Language Acquisition and Teaching (JSLAT) 31, 13–28. doi: https://doi.org/10.2458/jslat.7420
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