Inspired by the author's personal experience of learning English in rural China, this study
explores the complexity of beyond-classroom learning environments where rural Chinese …

English literacy learning has traditionally been viewed as “an individual cognitive
activity”(Wolfe & Flewitt, 2010, p. 38) where print-based resources are used to decode texts …

In this thesis, I have argued that only when literacy is understood as a social practice and the
repertoires of the students who use it considered, can a spirit of learner-centeredness be …

Abstract Changes in digital landscapes have complex effects on the meaning-making that
they mediate (Thorne et al., 2015). There is a growing interest in examining the daily digital …

Studies on the role of digital technology in teaching and learning English tend to focus on
secondary or higher education contexts and/or with literate or educated students. The recent …

The manuscript describes Chinese immigrant children's literacy and identity in online and in-
person Chinese heritage language classrooms. The theoretical perspectives on …

In this article I reflect on the insights that the well established traditions of ethnography can
bring to the more recent analytic tools of multimodality in the investigation of early literacy …

The digital age has caused a fundamental transformation of literacy, and young children's
repertoires of literacy and meaning-making practices have undergone drastic changes, as …

This ethnographic case study investigates how a young rural Chinese EAL learner engages
in a translanguaging process as she reads a digital and multilingual Cinderella picturebook …

Multimodalities and Chinese Students' L2 Practices: Identity, Community, and Literacy
explores the complex relations and interactions among multimodality, positioning, and …