This volume promotes a thought-provoking discussion on contemporary issues surrounding the teaching of language and literacy based on first hand experiences and research. Drawing on the authors’ experiences as teacher educators, language and literacy teachers, and researchers on literacy issues it brings together the multiple traditions.

Introduction; Toni Dobinson and Katie Dunworth.- World Englishes in Academic Writing: Exploring Markers’ Responses; Toni Dobinson, Paul Mercieca and Sarah Kent.- Developing Academic Writing Literacy While Responding to Tutor-Written Feedback; Hugo Santiago Sanchez and Kenan Dikilitaş.- Becoming a Member of a Community of Practice: Postgraduate Researcher Literacy Development in a UK University; Katie Dunworth and Faisal Al Saidi.- Developing Contextual Literacy English for Academic Purpose through Content and Language-Integrated Learning; Jim McKinley.- Learning by Design: Crafting the Knowledge Processes to Enable Pre-Service Secondary Teachers to Design Authentic Learning; Helen CD McCarthy.- Pre-service Teachers’ Literacy Abilities: An Exploration Amidst the Criticisms; Jennifer Howell and Von Sawers.- Students; Perceptions of the Use of Video Recording in Additional Language Oral Assessments; Qian Gong, Kyoko Kawaski, Wai Ling Yeung, Grace Zhang and Toni Dobinson.- A Rich Mix: Whatis English? Integrating Literature, Literacy, Language and Multimodal Dimensions of Meaning-Making in the UK Secondary School English Classroom; Alison Douthwaite.- Using Facebook as a Conduit to Communicate: Translanguaging Online; Rhonda Oliver and Helen CD McCarthy.- Goldilocks and the Three Semiotic Bears: Young Children’s Engagement with Early Literacy – a Vygotskian Approach; Paul Gardner.- “To blog, not to block”: Examining EFL Learners’ Language Development and Intercultural Competence in the Blogosphere through the Sociocultural Lens; Julian Chen.

This volume promotes a thought-provoking discussion on contemporary issues surrounding the teaching of language and literacy based on first hand experiences and research. Drawing on the authors’ experiences as teacher educators, language and literacy teachers, and researchers on literacy issues it brings together the multiple traditions. What makes the proposed volume unique is the common theme that runs through all the chapters: the examination of the term literacy, the complexity of this term and the importance of having a wide understanding of what it is before tackling educational issues of pedagogy, assessment and student engagement. What is more, as the editors argue, it is necessary to join up the dots and explore the commonalities that form the core of the literacy spectrum.  

Brings together multiple interpretations of literacy and explores common threads Describes previously unpublished research Locates literacy practices within a globalised, multimodal, multicultural and multilingual world