ABSTRACT
As experiences with globalization and mobility have increasingly become a focus of research, attention to the nature of the connections humans forge across time and space and their significance for meaning-making have intensified in educational linguistics. How do educators, students, and community members make use of historically and geographically situated semiotic resources to locate themselves and each other in moments of space and time? How do semiotic resources that circulate across time and space intersect to mediate experiences in particular moments of interaction? How do circulating ideas from policy, (new) media, and popular culture, among other areas, become part of classroom experiences? As questions like these suggest, what seems to interest many contemporary educational linguists is the nature of flows and connections (e.g. Bigelow & Ennser-Kananen, 2015). Along with this interest comes a growing desire to reconcile methodologically how such flows across continua of scale should be systematically investigated (Blommaert, 2005, 2010; Hornberger, 2003; Hult, 2010a).
