Abstract. Adults in the context of migration need to learn the language of their host country to integrate and become active members of that society. This article, of a Theoretically, 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 who have migrated. The central objective isIt is important to reflect on the reading process as a key element of transformative education. To this end, I advocate for the teaching of an additional language that incorporates the voices of linguistically and culturally diverse adults in order to construct meanings that merge our cultures. In our multicultural and multimodal society, the teaching of the local language to adult migrants can be improved by taking affective aspects into account, as demonstrated by studies on affective literacy and its application in the classroom.
How to cite. Fonseca Mora, MC (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
