Abstract. The communication paradigm has been restructured by globalization and digitalization, affecting how we learn and readjusting language and literacy education. As adult immigrants in urban contexts socialize in learning environments with greater cultural complexity, host countries need a dynamic, flexible, multiliterate, and multilingual learning environment to meet their diverse needs. Of particular interest for the implementation of multimodal literacies is the consideration of recent developments in multilingualism proposed by the London Group mandate, which merges multilingualism and literacy. The aim of this study was to empirically investigate the interrelationship between multiliteracy and multilingualism by conducting a systematic review that would shed light on how to ensure ideological and implementation frameworks for the policy and practice of multilingual language education in multiliteracy contexts. The study followed the PRISMA protocol to answer three research questions:
PI1: Has previous research incorporated multilingualism or plurilingualism into multiliteracy models for studies with adult immigrants?
PI2: What research methods have been used in studies with adult immigrants?
PI3: What is the quality of the research methods?
Our results show that multilingualism is integrated into various multiliteracy models. However, the epistemological tradition in the field of multilingualism does not appear to have had a significant impact on the implementation of new educational programs that meet the needs of adult immigrants. Furthermore, we found that quantitative research has rarely been used and that there is a need to raise the quality standards of research in this subdiscipline by reducing bias in the processes of research design, implementation, and reporting.
How to cite. Ávila-López, J., & Rubio-Alcalá, F. D. (2023). Multiliteracies and multilingualism in adult migrants: A systematic review. European Journal of Language Policy, 15(2), 167–189. https://doi.org/10.3828/ejlp.2023.10
