ABSTRACT
Literacy development is recognized as a local, context-sensitive activity which values the agency and identity of learners as well as their experience of negotiating various cognitive, social, and linguistic resources as they engage in meaning-making. While a great deal of attention has been paid to the presence or absence of plurilingual practices in the formal educational context of the classroom, plurilingualism also seeks to acknowledge the whole range of circumstances and contexts in which learners live and use their languages and thus activate their plurilingual competence. Documenting technologically-mediated plurilingual practices offers several major benefits. It raises awareness of powerful models of how emergent bi/plurilinguals can and do rely on technology to build on their linguistic resources in creative and powerful ways. Educators and researchers must acknowledge fact as they design curriculum for a new century defined by plurilingualism and the breaking down of the borders between literacies, as well as role technologies can play as educators support students’ learning opportunities.
