Funds of knowledge and identity in language learning and teaching

Abstract

ABSTRACT Funds of knowledge and identity approaches emerged to combat deficit perspectives and address the achievement gap and exclusion of underrepresented students in border contexts in the late 1980s. The initial aims of such approaches find a renewed sense of purpose in the super-diverse contexts of twenty-first century societies, which compel us to rethink current approaches to language education. This paper provides a brief introduction to funds of knowledge and identity theories and shows how they can be harnessed within language education to promote more culturally responsive and decolonial pedagogies. The paper introduces a collection of innovative approaches to language learning and teaching from different contexts across the globe. In addition to showcasing innovative approaches to language learning and teaching, the experiences reported advance original research methodologies which make valuable contributions to the funds of knowledge and identity literature.