Received: 18 October 2017
Accepted: 29 November 2017
Moving toward multiliteracies in foreign
language teaching: Past and present
perspectives ... and beyond
Texts are never culturally neutral, but rather are embedded in, and shaped by, histories and
contexts, language, speech communities, modes, and text types. How does such a multi-
literacies approach enable learners to explore not only new words, but new worlds, and to view
reading and writing as complementary linguistic processes?
University of Arizona
Chantelle Warner (PhD, University of
California at Berkeley) is Associate
Professor of German and Applied
Linguistics, University of Arizona,
Beatrice Dupuy (PhD, University of
Southern California) is Professor of
French and Applied Linguistics,
University of Arizona, Tucson.
In recent years, literacy has emerged as a key critical term in
foreign language (FL) teaching and learning. This essay
reflects on the history of literacy and on current develop-
ments, in particular those related to the development of
multiliteracies paradigms. The article concludes with a
discussion of emergent topics related to literacy and
language teaching and suggests ways in which research in
these domains is posing new questions for the field of FL
literacy, multiliteracies, reading, writing
In recent years, literacy has emerged as a critical term in foreign language (FL) teaching and learning.
This essay reflects on the history and future of literacy and FL teaching, in particular as reflected in the
© 2018 by American Council on the Teaching of Foreign Languages
wileyonlinelibrary.com/journal/flan Foreign Language Annals. 2018;51:116–128.