Repositioning the Teaching and Learning of Literacy in CALD Communities: Beyond the Virtual Classroom

This chapter aims to enhance educators’ comprehension of the literacy environments within Culturally and Linguistically Diverse (CALD) Communities to advocate for a more systemic approach to utilizing digital resources in education. It explores how digital exchanges may advance the education of Australian CALD students, emphasizing the complexity of literacy competencies in their life contexts. Furthermore, it underscores the significance of pedagogic conversations in fostering connections, by asking: How can the inclusion of a broader range of digital literacies and practices in the formal school curriculum enhance levels of official literacy within CALD communities? We argue that the application of translanguaging in digital literacy within schools is an under-explored domain, presenting opportunities for personalized, activity-specific learning experiences that can benefit students, particularly those speaking Standard Australian English (SAE). Moreover, the chapter argues that multimodal representations in online learning spaces can facilitate greater sociocultural multimodal communication by touching on the challenges posed by the COVID-19 pandemic, further emphasizing the importance of addressing educational equity gaps. In conclusion, this chapter explores the potential of translanguaging and digital literacies to enhance English education in CALD communities, recognizing students’ identities as valuable cultural capital within these communities.