Bridging Language, Literacy and Learning

  • Sangeeta Bagga-GuptaEmail author
  • Helle Pia Laursen
  • Anne Golden
Part of the Educational Linguistics book series (EDUL, volume 39)


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.


Monolingual bias Mobility Transitions Language sciences Educational sciences Social practices 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Sangeeta Bagga-Gupta
    • 1
    Email author
  • Helle Pia Laursen
    • 2
  • Anne Golden
    • 3
  1. 1.School of Education and Communication, Jönköping UniversityJönköpingSweden
  2. 2.Danish School of Education (DPU), Aarhus UniversityCopenhagenDenmark
  3. 3.MultiLing, Department of Linguistics and Scandinavian StudiesUniversity of OsloOsloNorway

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