Localising Supranational Concepts of Literacy in Adult Second Language Teaching
Holm, L., & Pöyhönen, S. (2012). Localising Supranational Concepts of Literacy in Adult Second Language Teaching. In A. Pitkänen-Huhta, & L. Holm (Eds.), Literacy practices in transition: Perspectives from the Nordic countries (pp. 189-208). Bristol: Multilingual Matters.
Date
2012Copyright
© Multilingual Matters, 2012. This is an author's final draft version of an article whose final and definitive form has been published by Multilingual Matters. Published in this repository with the kind permission of the publisher.
In this chapter we are analyzing how literacy is conceptualized within education – more specifically within
adult second language education in Denmark and Finland. Language and literacy are generally described as
highly important for societal growth, coherence and democracy in statements from governments and
international agencies. However, in our research literacy appears as a more complex and contradictory resource
that is increasingly used as a demarcation line for inclusion and exclusion in the ever more globalised national
states.