Literature, Multiliteracies, and Digital Texts in the Second Language Classroom

Literature, Multiliteracies, and Digital Texts in the Second Language Classroom provides a comprehensive analysis of how digital transformation is reshaping literature education in the second language classroom.

Moving beyond print-based traditions, the book redefines what a literary text is and reconceptualizes reading and interpretation through the lens of multimodality, multilingualism, and digitality. By integrating multiliteracies pedagogy with contemporary technological and cultural shifts, researchers and educators are equipped to rethink their teaching for increasingly complex and hybrid communicative landscapes. Literature, Multiliteracies, and Digital Texts in the Second Language Classroom develops the “Triad Model of Literature Education” which conceptualizes multimodality, digitality, and multilingualism as interconnected dimensions of contemporary literary learning. The nuanced conceptual approach is complemented by practical considerations and pedagogical approaches that guide readers as they engage with the diversity of texts and literature in the digital age. The book demonstrates how literary learning now involves engaging with images, sounds, interfaces, and multiple languages across media environments and it also addresses the implications of emerging forms such as interactive narratives, AI-generated texts, and immersive experiences in AR and VR for second language education.

This book offers valuable insight to researchers, scholars, and teachers in the field of second language education as well as anyone interested in the intersection of technology and language learning.

Christiane Lütge holds the Chair for Teaching English as a Foreign Language at the University of Munich (LMU), Germany, and directs the Munich Centre of Teacher Education. Her research critically investigates how AI and digital literacy intersect with literature, culture, and global citizenship in EFL education. She is the Principal Investigator of a project on improving the quality of teacher education funded by the German Ministry of Education and Research.

Claudia Mustroph is a postdoctoral researcher in the field of Teaching English as a Foreign Language at University of Munich (LMU), Germany. In her doctoral thesis, she conducted a mixed-methods-study on teachers’ beliefs on multimodal literature in the EFL classroom. Further research interests include the digital transformation of ELT and literature education, particularly in relation to AI and algorithmic culture.

Kerstin Theinert is a senior lecturer at the University of Education Weingarten, Germany, where she is responsible for the education of future teachers of English. She has previously taught and researched in Weingarten, Schwäbisch Gmünd, Braunschweig, and Munich, and has collaborated on cross-linguistic and interdisciplinary projects. Her research focuses on literary learning in language teaching, reading competence and fluency, teacher professionalisation, and multilingualism.