Introduction

This chapter shows that there is an immense challenge to education brought by the social, political and geographical phenomenon of multiple diversities, known as super diversity, which has brought multilingualism to many countries that are ideologically monolingual. It argues that the development of digitalised communication to meet the needs of globalisation, both socially and in the work force, is driving the progress of e-communication that could bring benefits as well as exclusion to multilingual users with literacy difficulties. The chapter discusses how the significant turn in multilingual literacy studies affords the potential of critical sociolinguistics methodology to offer new perspectives on the complex phenomenon of dyslexia in super diversity. It describes the evidenced in the continuing conflation of English as an Additional Language (EAL) and SEN (Special Educational Needs) in UK schooling. The example is a view of critical pedagogy in professional development for teachers of English as a Foreign Language (EFL) in Brazil.