Media literacy in language (teacher) education. Introductory remarks from the guest-editors

Abstrak / Ringkasan

<p>This editorial sketches the conceptual foundations for this special issue on media literacy in language (teacher) education. It contextualises this special issue’s focus on language (teacher) education with critical media literacy theory, highlighting the special role of language education in media literacy development both in terms of the subject’s methodology and goals. With its inherent focus on texts and media, language education pursues the goal of empowering learners to become active participants in global – oftentimes digital – discourses. Providing a frame for the contributions to this special issue, this introduction echoes calls for an already observable shift in language (teacher) education, moving beyond technologically-enhanced or computerassisted language learning and towards critical approaches to media literacy in the language classroom. Increasingly, scholars and practitioners are exploring ways to conceptualize and practice (foreign) language learning within digitality rather than about or with digital media, including the contributions to this special issue.</p>

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