Abstract. The communication paradigm has been restructured by globalisation and digitalisation, affecting the way we learn and adjusting language and literacy education. As adult migrants in urban contexts become socialised in learning environments with higher cultural complexity, a dynamic and flexible multiliterate and multilingual learning environment is needed in host countries to meet different needs. Of particular interest to the implementation of multimodal literacies is the consideration of recent advances in multilingualism proposed by the London Group mandate, which merges multilingualism and literacy. The aim of this study was to empirically investigate the interrelation of multiliteracy and multilingualism by conducting a systematic review that would shed light on how to grant ideological and implementational programmes for multilingual language education policy and practice in multiliteracy contexts. The study followed the PRISMA protocol to answer three research questions:
Cómo citar. 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
