Rapid Changes in Digital Practices Influence Second Language Teaching and Learning

Strategic Insights -

Rapid changes in digital practices have significantly influenced the concept of literacy and literacy education, particularly in higher education worldwide. Second language teaching and learning has stepped into a territory of a multimodal system of meaning-making, requiring second language teachers to stay updated with 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 often uncritically ape the technology-integration systems proving to be successful, effective, and productive in the Global North.

Key Takeaways:

  • The concept of literacy has undergone significant changes due to rapid advancements in digital practices, particularly in higher education worldwide.
  • Second language teaching and learning have become a multimodal system of meaning-making, requiring second language teachers to be updated with digital practices and techno-driven knowledge economy.
  • The higher education systems in the Global South often adopt technology-integration systems without proper understanding of postdigital literacy practices and critical digital literacies.
  • Without proper 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.
  • The challenge is overwhelming for Global South countries where teacher education systems struggle to develop second language teachers' critical digital literacies in higher education institutions.
  • The researchers propose an ecological framework to focalise critical digital literacies in second-language teacher education in the Global South.
  • Santosh Mahapatra and Svetlana Koltovskaia are the authors of the study, which was published in the Asian-Pacific Journal of Second and Foreign Language Education.
  • The study highlights the need for second language teachers to develop critical digital literacies to address the digital divide and promote digital equity and inclusivity.

Statistics:

  • The study was published in the Asian-Pacific Journal of Second and Foreign Language Education in 2025.
  • The study covers the region of the Global South, where second language teacher education systems often struggle to develop critical digital literacies.
  • The study proposes an ecological framework to focalise critical digital literacies in second-language teacher education.
  • The study emphasizes the importance of critical digital literacies for second language teachers to address the digital divide and promote digital equity and inclusivity.

Sources:

  • A framework for focalising critical digital literacies in second language teacher education in the Global South. Asian-Pacific Journal of Second and Foreign Language Education, 2025,10(1):1-16. (Asian-Pacific Journal of Second and Foreign Language Education - http://sfleducation.springeropen.com/).
  • DOI: https://doi-org.sdpl.idm.oclc.org/10.1186/s40862-025-00350-z.
  • Birla Institute of Technology and Science, Department of Humanities and Social Sciences, Pilani, Hyderabad Campus.