Rethinking the Intersection Between Technology, Digital Literacies and Language Ecologies

Rethinking the Intersection Between Technology, Digital Literacies and Language Ecologies

Contenido principal del artículo

Raúl Alberto Mora


Este artículo discute el proceso continuo de reflexividad del autor sobre las nuevas formas de describir al inglés en las ecologías del lenguaje actuales. Específicamente, el autor cuestiona si los binarios tradicionales como segunda lengua/lengua extranjera o hablantes nativos/no nativos siguen siendo viables. Por lo tanto, el autor propone una visión revisada de segundas lenguas que reconozca cómo la mediación tecnológica abre nuevos espacios para la creatividad y la apropiación en el uso de la lengua. Este artículo también incita una visión del inglés (y las segundas lenguas) que se intersecte con la tecnología y las literacidades digitales como herramienta para el acceso y la inclusión social. La combinación del inglés y estas nuevas tecnologías, si se concibe cuidadosamente, puede proveer los primeros pasos hacia sociedades más equitativas. Finalmente, el artículo presenta unas implicaciones iniciales para la pedagogía, las prácticas en literacidad y la investigación en sus apartes finales.


Los datos de descargas todavía no están disponibles.

Detalles del artículo

Referencias (VER)

Apperley, T. &Walsh, C. (2012).What digital games and literacy have in common: A heuristic for understanding pupils’ gaming literacy. Literacy, 46(3), 115-122.

Arena, C. (2008). Blogging in the Language Classroom: It Doesn’t “Simply Happen”. TESL-EJ, 11(4), n4.

Beavis, C. (2014). Games as text, games as action: Video games in the English classroom. Journal of Adolescent & Adult Literacy, 57(6), 433-439. doi:10.1002/jaal.275

Benson, S. & Graham, M. (2013). Critical thinking and media literacy: Not just a Power Point presentation. California English, 18(3), 16-18.

Bhatt, R. M. (2010). World Englishes, globalization and the politics of conformity. In M. Saxena & T. Omoniyi (Eds.),Contending with Globalization in World Englishes (pp. 93-112). Bristol, UK: MultilingualMatters. Björkman, B. (2014). English as a Lingua Franca. Key Concepts in Intercultural Dialogue, 40. Available from: http:// publications

Black, R. (2009). English language learners, fan communities, and 21st-century skills. Journal of Adolescent & Adult Literacy,52(8), 688-697. doi:10.1598/JAAL.52.8.4Blommaert, J. & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 1-22.

Borau, K., Ullrich, C., Feng, J., & Shen, R. (2009). Microblogging for language learning: Using twitter to train communicative and cultural competence. Advances in Web Based Learning-ICWL 2009 (pp. 78-87). Springer Berlin Heidelberg. Enletawa Journal 123 Master Program in FL Teaching.

Bruthiaux, P. (2003). Squaring the circles: Issues in modeling English worldwide. International Journal ofApplied Linguistics, 13(2), 159-178.

Bruthiaux,P. (2010).World Englishes and the classroom: An ELT perspective. TESOL Quarterly, 44(2), 365-369. doi:10.5054/


Caney, S. (2001). Cosmopolitan Justice and equalizing opportunities. Metaphilosophy, 32(1 /2), 113-134.

Cañas, C. & Ocampo, A. P. (2014). Multiliteracies. LSLP Micro-Papers, 8. Available from http://www.literaciesin

Chiquito, T. & Rojas, B. (2014). Polylanguaging. LSLP Micro-Papers, 1.

Available from http://www.literaciesin

Conference on English Education (2005). What isEnglish Education?Retrieved from

Conference on English Education (2009). Beliefs about social justice in English Education. Retrieved from pdf

Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly (33)2, 185-209.

Cope, B. & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new

learning. Pedagogies: An International Journal, 4(3), 164-195. doi:10.1080/15544800903076044

Craig, D. V. (2013). Content creators and language learners:ExploringWeb 2.0 and wikis. Journal of Educators Online, 10(2), 1-21.

Deng, L. & Yuen, A. H. K. (2011). Towards a framework for educational affordances of blogs. Computers in Education,56, 441-


Derwing, T. M. & Munro, M. J (2009). Putting accent in its place: Rethinking obstacles to communication. LanguageTeaching, 42(4),

-490. doi:10.1017/S026144480800551X

Fahser-Herro, D. & Steinkuehler, C. (2009). Web 2.0 literacy and secondary teacher education. JournalofComputing in Teacher Education, 26(2), 55-62

Godwin-Jones, R. (2005). Emerging technologies:Messaging, gaming, peer-topeer sharing: Language learning strategies & tools for the millennial generation. Language Learning&Technology, 9(1), 17-

González, C. A. (2014). Digital Literacies. LSLPMicro-Papers, 5.Available from


Graddol, D. (1997). The future of English: A guide to forecasting the future of English language in the 21st century. London, UK:

The British Council. 124 Universidad Pedagógica y Tecnológica de Colombia R. Mora

Graddol. D. (2003). The decline of the native speaker. Aila Review 13: English in a changing world, 57-68.

Graddol, D. (2006). English next:Why global Englishmaymean the end of ‘English as a Foreign Language’. London, UK: The BritishCouncil.

Hurst,N. (2010). Leaving theNEST: Language teachers going glocal. The Teacher, 5(79), 35-40.

Jaramillo Villegas, M. (2014). Gaming Literacies. LSLP Micro-Papers, 12. Available from http://www.literaciesin Jørgensen, J. N., Karrebæk, M. S., Madsen, L.M.&Møller, J.S. (2011).Poly languaging in superdiversity. Diversities, 13(2), 23-38.

Kachru,B. B. (1996).WorldEnglishes:Agony and ecstasy Kalantzis, M. & Cope, B. (2008). Language education andmultiliteracies. InS.May and N. H. Hornberger (Eds.), Encyclopedia of Language and Education, 2nd Edition, Volume 1: Language Policy and Political Issues in Education (pp. 195-211). D.D. Dordrecht, The Netherlands: Springer.

Kessler,G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95.

Kirkpatrick, A. (2007). World Englishes: Implications for international communication andEnglish language teaching.Cambridge, UK: Cambridge University Press.

Kress, G. (1997). Before writing: Rethinking the paths to literacy. London, UK: Routledge.

Kress, G. (2000). Multimodality: Challenges to thinking about language. TESOL Quarterly, 34(2), 337-340.

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London, UK: Routledge.

Kukulska-Hulme, A. (2009). Will mobile learning change language learning?Re CALL, 21(02), 157-165.

Labbo, L. D. & Place, K. (2010). Fresh perspectives on new literacies and technology integration. Voices from the Middle, 17(1), 9-18.

Leander, K. M. & Lewis, C. (2008). Literacy and internet technologies. InB. Street&N. Hornberger (Eds.), Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy (pp. 53-70). Dordrecht,

The Netherlands: Springer.

Lankshear, C. & Knobel, M. (2011). New literacies: Everyday practices and social meaning (3rd Ed.). Berkshire, UK: Open University Press.

Luke, A. (2004). At last: The trouble with English. Research in the Teaching of English, 39(1), 85-95. Lund,A. (2008).Wikis:Acollective approach to language production. ReCALL,20(01), 35-54. Mejía-Vélez,M.C.&SalazarPatiño,T. (2014). Enletawa Journal 125 Master Program in FL Teaching Multimodality. LSLP Micro-Papers, 4.Available from http://www.literaciesin

Mora, R. A. (2011a). Challenges and Opportunities for Literacy and Technology in ELT Teacher Education. Keynote Presentation at the 2ndColloquia on Research and Innovation in Foreign Language Education, Bogotá D.C. Available fromERICdatabase (ED547648)

Mora, R. A. (2011b, August). ESL/EFL: Still a viable binary? Presentation at the 2ndColloquia on Research and Innovation

in Foreign Language Education, Bogotá D.C.

Mora R. A. (2012a, October). Rethinking the Second/Foreign LanguageDichotomy:Can we Still Talk about Foreign Languages in

Today’s Language Ecologies? Keynote Presentation at the 47thASOCOPIAnnual Conference, Tuluá (Valle), Colombia.

Mora, R.A. (2012b,April).What do youmean by ?: The multiple dimensions of . Presentation at the

Faculty of Education Integrated Bilingualism Table. Universidad Pontificia Bolivariana,Medellín.Available from

Mora,R.A. (2013a,September).Havewe told our childrenwhy they should learn another language?Acritical discussion on the new

roles and questions for language learning in Colombia. Presentation at Seminario Miradas Contemporáneas en Educación, Universidad Distrital “Francisco José de Caldas”,Bogotá.D.C.Available fromhttps:/

/ www. y o u t u b e . c om/ wa t c h ? v =Yje0AnkuTXo.

Mora, R. A. (2013b). The notion of second languages:Responding to today’s linguistic ecologies. The Journal for ESL Teachers and Learners, Vol. II, 53-61.

Mora, R.A. (2014a). Critical literacy as policy and advocacy: Lessons from Colombia. Journal of Adolescent & Adult Literacy, 58(1). 16-18. doi:10.1002/jaal.329

Mora, R.A. (2014b). Language ecology. Key Concepts in Intercultural Dialogue, 13. Available from http://centerforinter 05/key-concept-language-ecology.pdf

Mora, R. A. (2014c, September). New questions for language teaching in Colombia: Languaging, literacy, and advocacy. Keynote Address at the 14th Teachers’ Moot and Sixth MA Graduates’ Reunion, Universidad Pedagogica y Tecnologica de Colombia (UPTC), Tunja,


Mora, R. A. (2014d, August). New forms of English language use in Medellín, Colombia:An analysisof two studies.Paper presented at ISLE 3, University of Zurich, Switzerland.

Mora, R.A. (2014f). Reflexivity. KeyConcepts in InterculturalDialogue, 21.Available from pdf

Mora. R.A. (2014f).WebQuests. LSLPMicro-Papers, 17. Available from Universidad Pedagógica y Tecnológica de Colombia

R. Mora 3 8 9 7 6 9 8 9 / l s l p -mi c r o - pa p e r - 1 7 - webquests.pdf

Mora,R.A. (2014g). 21st Century literacies in the Colombian context: Experiences in language teacher education.Available from

teacher-education.htmlMora,R.A. (in press).City literacies in second

languages: New questions for policy and advocacy. Journal of Adolescent & Adult Literacy.

Mora, R. A. & Golovátina-Mora, P. (2011, August). Bilingualism – A bridge to cosmopolitanism? Keynote presentation at the 2011 ELT Conference. Medellín, Colombia. Available from ERIC database


Mora, R.A., Martínez, J. D.,Alzate-Pérez, L., Gómez-Yepes, R., & Zapata-Monsalve, L. M. (2012). Rethinking WebQuests in

second language teacher education: The case of one Colombian university. In C. Wankel & P. Blessinger (Eds.) Increasing

Student Engagement and Retention using Online LearningActivities:Wikis,Blogs and WebQuests (pp. 291-319) London, UK:Emerald. doi: 10.1108/S2044-9968(2012)000006A013.

Mora R.A. Μñoz Luna,R. (2012).Acritical deconstruction of TVads for onlineEnglish courses: toward a reconstruction of the concept of second language. In L. Gómez Chova, A. López Martínez, & I. Candel

Torres (Eds.), ICERI2012Proceedings (pp.413-421). Madrid, Spain: International Association of Technology, Education and Development (IATED).

Mora,R.A. &Ramírez,N. (2014, September). Rethinking literacy and second languages in the city: a study about urban literacies in

Medellín,Colombia.Paper presentedat the VI International Colloquium on Foreign LanguageResearch,UniversidadNacional de Colombia, Sede Bogotá.

Mora,R.A.,Martínez, J.D., Zapata-Monsalve, L. M., Alzate-Pérez, L., & Gómez-Yepes, R. (2012). Implementing and learning about WebQuests in the context of English language teacher education: the

experience at a Colombian university. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), INTED2012 Proceedings (pp. 2092-2101). Valencia, Spain: International Association of Technology, Education and Development (IATED).

Mora,R.A.,Gómez,N.,Castaño,M.,Pulgarín, C.,Ramírez,N.,&Mejía-Velez,M.C. (2013,November). Urban Englishes in the (still?) Expanding Circle: An analysis of English literacy practices in urban spaces in Medellín. Paper presented at the 19th Conference of the InternationalAssociation for World Englishes, Arizona State

University, USA.

Mora, R.A., Peláez, S., Jaramillo, M., Rojas-Echeverri,B.E., Castaño,S. &Zuluaga,A. (2014, May). English literacies and video game communities: A digital ethnography. Presentation at the Tenth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA. Enletawa Journal 127 Master Program in FL Teaching

Mora, R.A., Ramírez, N., Pulgarín, C.,Mejía-Velez, M. C., Castaño, M., & Gómez, N.(2014, May). An ethnography of English literacies in the city: Discoveries and pedagogical implications.Paper presented at the Tenth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA.

Mora. R. A., Castaño, M., Gómez, N., Ramírez,N.,Mejía Vélez,M.C.,&Pulgarín, C. (2015,April).Second language literacies

in the city: New practices in urban spaces of Medellín, Colombia. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Moussu, L. & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language Teaching, 41(3), 315-348. doi:10.1017/S0261444808005028

Mynard, J. (2007).Ablog asa tool for reflection for English language learners. Asian EFL Journal, 24(2), 1-10. Nayar,P.B. (1997).ESL/EFLdichotomy today:Language politics or pragmatics? TESOL Quarterly, 31(1), 9-37. O’Byrne, W. I. (2014). Empowering learners in the reader/writer nature of the digital informational space. Journal ofAdolescent & Adult Literacy, 58(2), 102-104.doi:10.1002/jaal.337

Pattanayak, D.P. (2000). Linguistic pluralism: Apoint of departure. In R. Phillipson (Ed.), Rights to Language: Equity, Power, and Education: Celebrating the 60th Birthday of Tove Skutnabb-Kangas (pp. 46-47).

Mahwah, NJ: Lawrence Erlbaum Associates.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.

Pennycook,A. (2010).The future ofEnglishes: One,many or none? InA.Kirkpatrick (Ed.), The Routledge Handbook of World Englishes (pp. 673-687). London, UK: Routledge.

Piotrowski,A. (2014). Livescribe and Second Language Learning . LSLP Micro-Papers, 13. Available from http://www.literaciesin

Rajagopalan,K. (2004).The concept of ‘world English’ and its implications for ELT. ELT Journal, 58(2), 111-117.

Roccanti, R. (2014). Participatory Literacies. LSLP Micro-Papers, 10. Available from


Rust, J. (2015). Students’ playful tactics: Teaching at the intersection of new media and the official curriculum. Journal of Adolescent & Adult Literacy, 58(6), 492- 503. doi:10.1002/jaal.390

Rybakova, K. & Kollar, C. (2014). Pinterest and 21st Century Literacies. LSLP Micro-Papers, 9. Available from

Skutnabb-Kangas, T. & McCarty, T. (2008). Key concepts in bilingual education: 128 Universidad Pedagógica y Tecnológica de Colombia

R. Mora Ideological, historical, epistemological, and empirical foundations. In J. Cummins & N.H. Hornberger (Eds.), Encyclopedia of

Language and Education, 2nd Edition,Volume 5: Bilingual Education (pp. 3-17). Dordrecht, The Netherlands: Springer.

Smith, L. E. (2014). World Englishes. Key Concepts in Intercultural Dialogue, 34. Available from: http://centerforinter Smythe, S. & Neufeld, P. (2010). “Podcast time”: Negotiating digital literacies and communities of learning in a middle years ELL classroom. Journal of Adolescent &

Adult Literacy, 53(6), 488-496. doi:10.1598/JAAL.53.6.5

Stevens, V. (2008). Trial by Twitter: The rise and slide of the year’s most viral microblogging platform. TESL-EJ: Teaching English as a Second or Foreign Language, 12(1).

Thorne, S. L. & Black, R. (2008). Language and literacy development in computermediated contexts and communities. Annual Review of Applied Linguistics27, 133-160.

Uribe, S. & Gómez, M. A. (2015). Second languages. LSLP Micro-Papers, 23. Available from http://www.literaciesin

Walton, M. & Pallitt, N. (2012). ‘Grand Theft South Africa’: Games, literacy and inequality in consumer childhoods. Language and Education, 26(4), 347-361. doi:10.1080/09500782.2012.691516

Wang,S.,&Vásquez,C. (2012).Web 2.0 and second language learning:What does the research tell us?. Calico Journal, 29(3),


White, J.W.&Hungerford-Kresser,H. (2014). Character journaling through social networks: Exemplifying tenets of the New Literacy Studies. Journal of Adolescent & Adult Literacy, 57(8),642-654. doi:10.1002/jaal.306

Wilhelm, J. D. (2014). Moving toward collaborative cultures:Remixing classroom participation.Voices fromtheMiddle, 21(4), 58-60.

Zapata, J. (2014). Social Media. LSLPMicro-Papers, 15.Available from

Citado por: