A framework for focalising critical digital literacies in second language teacher education in the Global South

Rapid changes in people’s digital practices have significantly influenced the concept of literacy and literacy education, particularly in higher education worldwide. Amid these changes, second language teaching and learning has stepped into a territory of a multimodal system of meaning-making that requires the second language teacher to stay updated with the digital practices of students and an ever-evolving techno-driven knowledge economy led by the Global North. The higher education systems in the Global South are often found uncritically aping the technology-integration systems proving to be successful, effective, and productive in the Global North. Without proper understanding of postdigital literacy practices and training in critical digital literacies, second language teachers may not be able to address the digital divide, promote digital equity and inclusivity, and employ socioculturally relevant digital technology in their classrooms. In such a scenario, the challenge is overwhelming for Global South countries where teacher education systems often struggle to develop second language teachers’ critical digital literacies in higher education institutions. In light of this background, this paper makes a case for focalising critical digital literacies in second-language teacher education in the Global South using an ecological framework. It is assumed that within this flexible and adaptive framework underpinned by postdigital theories, second language teachers’ critical digital literacies can be conceived and developed across this region.