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Continua of Multilingualism and Multiliteracy across English Language Teaching Settings

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Title: Continua of Multilingualism and Multiliteracy across English Language Teaching Settings
Language: English
Authors: Constant Leung
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(4):2371-2385.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Multilingualism, Multiple Literacies, Second Language Instruction, English (Second Language), Language Research, Linguistics, Ethnology, Educational Change
DOI: 10.1002/tesq.70009
ISSN: 0039-8322
1545-7249
Abstract: It has been some 35 years since the publication of the article "Continua of Biliteracy" by Hornberger (1989). In this time much has changed in language education in terms of concepts, theories and practices, partly due to the different educational needs in different parts of the world, and partly due to the influence of ideas that have emerged from research in relevant areas of language studies related to ethnolinguistic diversity. The fundamental issues such as bi/multilingualism and language competence discussed in the Continua have remained as salient now as it was three decades ago. The main aim of this discussion is to relate some of the ideas and arguments in the "Continua of Biliteracy" to a set of contemporary issues and challenges in language education, with particular reference to the teaching of English as an additional language in different world locations.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489338
Database: ERIC
FullText Text:
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  Data: Continua of Multilingualism and Multiliteracy across English Language Teaching Settings
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Research%22">Language Research</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnology%22">Ethnology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
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  Data: It has been some 35 years since the publication of the article "Continua of Biliteracy" by Hornberger (1989). In this time much has changed in language education in terms of concepts, theories and practices, partly due to the different educational needs in different parts of the world, and partly due to the influence of ideas that have emerged from research in relevant areas of language studies related to ethnolinguistic diversity. The fundamental issues such as bi/multilingualism and language competence discussed in the Continua have remained as salient now as it was three decades ago. The main aim of this discussion is to relate some of the ideas and arguments in the "Continua of Biliteracy" to a set of contemporary issues and challenges in language education, with particular reference to the teaching of English as an additional language in different world locations.
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  Data: 2025
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