A framework for focalising critical digital literacies in second language teacher education in the Global South

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Detalles Bibliográficos
Publicado en:	Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 44
Autor principal:	Mahapatra, Santosh
Otros Autores:	Koltovskaia, Svetlana
Publicado:	Springer Nature B.V.
Materias:	United Nations Educational Scientific & Cultural Organization Digital divide Teaching Language Higher education Students Literacy Second language instruction Teacher education Developing countries > LDCs Second language teachers Knowledge Access to information False information Linguistics Language teachers Learning Digital literacy Technology Student teacher relationship Teachers Frame analysis Language acquisition Educational systems Knowledge economy Internet access Language shift Classrooms Digital technology Teacher Role Sustainable Development Sociocultural Patterns Language Usage Language Skills Influence of Technology Cognitive Processes Applied Linguistics Access to Computers Learning Experience Educational Technology Second Languages Technology Integration Critical Literacy Colonialism Native Speakers Justice Artificial Intelligence Teacher Characteristics Cultural Awareness
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Descripción
Resumen:	Rapid changes in people’s digital practices have significantly influenced the concept of literacy and literacy education, particularly in higher education worldwide. Amid these changes, second language teaching and learning has stepped into a territory of a multimodal system of meaning-making that requires the second language teacher to stay updated with the digital practices of students and an ever-evolving techno-driven knowledge economy led by the Global North. The higher education systems in the Global South are often found uncritically aping the technology-integration systems proving to be successful, effective, and productive in the Global North. Without proper understanding of postdigital literacy practices and training in critical digital literacies, second language teachers may not be able to address the digital divide, promote digital equity and inclusivity, and employ socioculturally relevant digital technology in their classrooms. In such a scenario, the challenge is overwhelming for Global South countries where teacher education systems often struggle to develop second language teachers’ critical digital literacies in higher education institutions. In light of this background, this paper makes a case for focalising critical digital literacies in second-language teacher education in the Global South using an ecological framework. It is assumed that within this flexible and adaptive framework underpinned by postdigital theories, second language teachers’ critical digital literacies can be conceived and developed across this region.
ISSN:	2363-5169
DOI:	10.1186/s40862-025-00350-z
Fuente:	Education Database