Language and Literacy in Transition

Reimagining Inclusion and Educational Futures in a Global Context
Erscheinungsjahr 2026
ISBN: 978-3-032-16903-7
Verlag: Springer

Buch, Englisch, 131 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 230 g

Reihe: SpringerBriefs in Education

This Open Access book addresses the critical gap in current literacy education by integrating multimodal literacies with social justice, providing educators and policymakers with innovative strategies and practical insights. It brings together leading scholars from around the globe to offer new perspectives and diverse case studies that redefine language education as a catalyst for positive social change in an interconnected world. The volume emphasizes the transformative potential of education to address systemic inequalities and empower marginalized communities through critical literacy practices. It showcases cutting-edge research methodologies and pedagogical strategies that challenge traditional approaches to literacy education. Educators will find actionable insights and resources to integrate multimodal literacies into their teaching practices, fostering critical thinking and empathy among students. This book is aimed at educators and practitioners interested in literacy studies, language education, and social justice.

Zielgruppe

Research

Autoren/Hrsg.

Domínguez Romero, Elena

Bobkina, Jelena

Serafini, Frank

Carretero, Marta

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Literaturwissenschaft Literaturwissenschaft
• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung

Inhaltsverzeichnis

Foreword.- Introduction The Evolution of Multimodal Literacies and Social Justice.- Part I Multimodal Education and Social Justice.- Part II Literature and Intercultural Education.- Part III Inclusive Practices and Educational Equity.- Afterword.

Über Autor(innen)

Elena Domínguez Romero  is Associate Professor at Complutense University of Madrid, Spain, specializing in evidentiality, stance in media and political discourse, and innovative, research-informed approaches to language teaching. She co-leads the RACISMMAFF project on immigration and racism-related discourse. She has published widely in leading international journals and co-edited numerous volumes on language learning, multimodal literacy, and evidentiality.

Jelena Bobkina is Associate Professor at Universidad Politécnica de Madrid, Spain, specializing in English for Specific Purposes. Her research focuses on computer-assisted language learning, discourse analysis in digital media, and EFL/ESL teaching methodologies. She has published extensively in journals such as and and has co-edited volumes on language learning and multimodal literacy.

Frank Serafini is Professor at Arizona State University, US, and the author of over 100 peer-reviewed articles on literacy education, multimodality, and children’s literature. His most recent book, , was published in 2022. With extensive experience as a teacher and literacy specialist, Frank focuses on visual and multimodal research designs, as well as the relationship between words and images in children’s literature.

Marta Carretero is Professor at Complutense University of Madrid, Spain, where she teaches semantics, pragmatics, and functional linguistics. Her research focuses on modality, evidentiality, and appraisal in English and Spanish discourse. She has published extensively in journals such as the and and co-leads the RACISMMAFF project on immigration and racism discourse.