Multiliteracies and pedagogies of new learning for students of English as an additional language

Linguistic diversity is at the core of multiliteracies thinking. For educators in English-medium settings, fundamental questions arise. As English is becoming a world and global language on the one hand, and is created in new and multimodal text forms on the other, a family of Englishes is emerging. At the same time, global flows of people are intensifying the linguistic diversification of student populations in many settings. In this context, teachers, researchers and theorists are engaging with key questions about implications of linguistic diversity for ‘the what’ and ‘the how’ of literacy education. This chapter builds on this new thinking, making practical suggestions for engaging productively with ethnolinguistic difference in mainstream English classrooms