No abstract

No abstract

No abstract

In this Forum article, we discuss issues emerging from utilizing two significant theoretical constructs, Funds of Knowledge and Cultural Capital, in the field of second/multilingual language studies. Some similar underlying characteristics yet opposite perspectives surrounding the concepts and theoretical applications have confused researchers and practitioners. Hence, we address three major issues related to social class-based knowledge distinction, little consideration of diversity and agency, and lack of empirical evidence on the convertibility and transferability of knowledges. Through the discussions, we pose important questions to seek diversity and equity of knowledges and urge applied linguists to raise their critical awareness of recognition and use/exchange value of second/multilingual learners’ resources and knowledges.

T he advancement and proliferation of digital technologies have enabled us to expand and change the ways we read, write, and communicate across time and space. For instance, digital tools and media allow many language learners to collaboratively generate a Google Doc, as well as make and share a YouTube video with a wide audience, participate in discussions on social networking sites, and communicate via video or text message platforms. As such, digital technologies have increased the kinds of digital literacies 1 available, accelerated the pace of digital literacy engagement, and increased the complexity and multiplicity of meaning-making in digital environments (Bhatt, de Roock, & Adams, 2015;Hafner, 2018).1 By digital literacies, we refer to "the practices of communicating, relating, thinking and 'being' associated with digital media" (Jones & Hafner, 2021, p. 17). We use the term, "digital literacies research" in a broad sense that it includes the work on both L1 and L2 digital literacies. Yet, this paper will focus on digital literacies in applied linguistics research.