Abstract
In this chapter the complex relationships between the familiar, established concepts of “language”, “literacy” and “learning” are discussed and the need for building new understandings between these concepts and bridges across them is argued for. The concepts of language and literacy, and the interface between them, are not, and have never been static ones; however, there is increased recognition regarding the mobileness of semiotic resources due to accelerated globalization processes that have significantly shaped language and literacy practices. In addition, learning practices and processes are shaped by these developments and new demographics and technological advancements have changed the ways in which people (can) meet and (can) learn language and literacy. Different ways in which the three central L’s – Language, Literacy and Learning – have been introduced and attended to in the scholarship at large – particularly in the domains of Second Language Acquisition and (New) Literacy Studies, including scholarship on learning in multilingual contexts – are highlighted. This chapter also briefly introduces the other contributions in this volume.
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- 1.
The contributions by the editors of this volume to this body of scholarship was the impetus for the establishment of the LLL network (www.ju.se/ccd/lll; see for instance Bagga-Gupta 1995, 2002, 2017a, 2017b; Bagga-Gupta and Messina Dahlberg 2018; Clemensen and Holm 2017; Holm 2017; Laursen 2013; Laursen et al. 2018; Pitkänen-Huhta and Holm 2012; Golden and Lanza 2012; Pietikäinen and Pitkänen-Huhta 2013; Pitkänen-Huhta and Nikula 2013). Some of these contributions challenge the monolingually flavored conceptions of multilingualism as a phenomenon that considers language-varieties to be comprised of neatly separated meaning-making systems which can be used and measured separately and according to an ideal native speaker norm.
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Bagga-Gupta, S., Laursen, H.P., Golden, A. (2019). Bridging Language, Literacy and Learning. In: Bagga-Gupta, S., Golden, A., Holm, L., Laursen, H., Pitkänen-Huhta, A. (eds) Reconceptualizing Connections between Language, Literacy and Learning. Educational Linguistics, vol 39. Springer, Cham. https://doi.org/10.1007/978-3-030-26994-4_2
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