Abstract. Adults with a migrant background need to learn the language of their host country in order to integrate, socialise, succeed and become active members of that society. In this theoretical article, I explore the concept of affective literacy understood in its broadest sense, as the impact of reading in the language of the host country on the lives of multicultural adults from multicultural migrant backgrounds. The main aim isto reflect on the reading process as a key element of transformative education. To this end, I advocate for additional language teaching that incorporates the voices of linguistically and culturally diverse adults, as they need to construct meanings through different modes, e.g. oral, written, visual or digital, to complement their personal culture. I believe that in our multicultural and multimodal society, teaching the local language to adults in the context of migration can be further enhanced if crucial affective aspects are addressed. I also add data from studies defining affective litteracy and examining its application in language classrooms.
How to cite. Fonseca-Mora, M. C. (2024). Affective literacy in language teaching: the voice of adult migrants. Bellaterra Journal of Teaching and Learning Language and Literature, 17(4), e1406 https://doi.org/10.5565/rev/jtl3.1406
