Literacies, technology and language teaching

Abstract

Abstract

In this chapter, the authors explore the evolving landscape of digital literacies and their implications for language teaching in an increasingly connected world. They begin by contextualising the concept of digital literacy within broader societal shifts, challenging assumptions about young learners’ technological competence and advocating for a nuanced understanding of digital engagement. The chapter presents a comprehensive taxonomy of digital literacies, categorised into four domains: communicating, informing, collaborating, and (re)designing. Each domain encompasses a range of literacies – from print, hypertext, and multimodal literacies to AI, remix, and ethical literacies – highlighting the multifaceted nature of digital competence. The authors argue for the integration of digital literacies into English language teaching through a dual approach that combines language learning objectives with digital literacy goals. Practical classroom activities are provided to illustrate this integration, focusing on multimedia use, online safety, remix culture, and AI engagement. These activities demonstrate how communicative language teaching can be enriched by digital literacy components without requiring a radical shift in pedagogy. The chapter concludes by emphasising the role of educators in bridging the gap between learners’ social use of technology and its pedagogical potential. It calls for teacher education programmes to equip practitioners with both technical skills and a conceptual understanding of digital literacies, ensuring learners are prepared for participation in knowledge-based economies and digitally mediated communication.