Misa Fukukawa


Recientemente la multiliteracidad ha despertado mucho interés académico. Dada la creciente migración, la globalización y el incremento de matrimonios entre personas procedentes de diferentes culturas, en 2017 había 203 Hoshukos (o escuelas japonesas en el extranjero) a lo largo de 56 países, todas apoyadas por el Ministerio de Educación de Japón.

Este estudio analiza las prácticas letradas plurialfabéticas con la tecnología de 11 niños que asisten a este tipo de centros educativos, en Barcelona, a partir del análisis de las capturas de pantallas que ven en móvil, portatil y ipad. Asimismo realizamos las entrevistas a sus progenitores para revelar sus actitudes y perspectivas. Para profundizar en la investigación hicimos el estudio sobre un caso de un niño de 7 años.

Entre los resultados obtenidos, descubrimos que al usar la tecnología estos niños utilizan catalán, castellano, inglés y japonés dipendiendo de lo que busquen. Por lo que respecta al uso que hacen los niños de las tecnologías de la información y la comunicación, las entrevistas muestran que están fuertemente reguladas por sus progenitores y que la mayoría tienen actitudes negativas, porque piensan que el uso de la tecnología hace daño a la habilidad de la escritura de los niños.

Texto completo:

PDF (English)


ALLAGUI, B. (2014). Writing through WhatsApp: an evaluation of student writing performance. International Journal of Mobile Learning and Organization, 8(3-4), 216-231.

ATHBAH, S. Y. (2015). Parents’ attitudes toward the use of technology and portable devices with children with autism spectrum disorder (ASD) in Saudi Arabia. Ph.D. dissertation, Washington State University.

BARTON, D. (2010). Vernacular writing on the web. En D. Barton y U. Papen (Eds.) The anthropology of writing: Understanding textually mediated world, (pp.109-125). London: Continuum.

BUCKINGHAM, D., BANAJI, S., CARR, D., CRANMER, S., y WILLETT, R. (2005). The media literacy f children and young people: A review of the research literature. University of London: Centre for the Study of Children. Retrived July 30, 2016, from

BRIDGES, K., y HOFF, E. (2014). Older sibling influences on the language environment and language development of toddlers in bilingual homes. Applied Psycholinguistics, 35(2), 225–241.

DE HOWER, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–424.

EEGLER, C., KEARNS, R., WITTEN, K., y PORTER, G. (2016). Digital methodologies and practices in children’s geographies. Children’s Geographies, 14(2). 129-140. Doi:

EYMAN, D. (2006). Digital literac(ies), digital discourses, and communities of practice: literacy practices in virtual environments. En V. Purcell-Gates (ed.) Cultural Studies of Literacy Practices (pp. 181–195). Mahwah, NJ:Lawrence Erlbaum Associates.

FREIER, N. G. y KAHN, P. H. (2009). The fast-paced change of children’s technological environments. Children, Youth and Environments, 19, 1–11.

GASKELLl, G., y BAUER, M. W. (2000). Qualitative researching with text, image and sound: a practical handbook. London: Sage.

GEE, J. P. (2000). The New Literacy Studies; from «socially situated» to the work of the social. En D. Barton, M. Hamilton y R. Ivanic (2000) Situated Literacies: reading and writing in context (pp. 180-196.). Routledge: London.

GILL, T. (2007). No Fear: Growing up in A Risk Averse Society. London: Calouste Gulbenkian Foundation.

IDESCAT (2019). Foreign population by provinces, 2018, Catalonia, geographical origin: Japan. Recuperado de〈=en

JAPAN OVERSEAS EDUCATIONAL SERVICES (2017), Introduction to Japan Overseas Educational Services. Retrieved from:

KAGOHARA, D. M., VAN DER MEER, L., RAMDOSS, S., O'REILLY, M. F., LANCIONI, G. E., DAVIS, T. N., RISPOLI, M., LANG, R., MARSCHIK, P. B., SUTHERLAND, D., GREEN, V. A., y SIGAFOOS, J. (2013). Using IPods® and IPads® in Teaching Programs for Individuals with Developmental Disabilities: A Systematic Review. Research in Developmental Disabilities 34, 147-156. doi: 10.1016/j.ridd.2012.07.027

KONDO, K. (1998). Social-psychological factors affecting language maintenance: Interviews with Shin Nisei university students in Hawaii. Linguistics and Education, 9, 369-408. doi:

LIVINGSTONE, S., HADDON, L., y GOERZIG, A. (2012). Children, Risk and Safety on the Internet. Bristol: Policy Press.

LANKSHEAR, C., y KNOBEL, M. (2011). New Literacies: Everyday Practices and Classroom Learning (New York: McGraw Hill).

LIVINGSTONE, S., y BULGER, M. (2013). A Global Agenda for Children’s Rights in the Digital age. Recommendations for developing UNICEF's Research Strategy. London: The London School of Economics and Political Science/ UNICEF Office of Research – Innocenti.

MARSH, J., PLOWMAN, L., YAMADA-RICE, D., BISHIOP, J. C., LAHMAR, J., SCOTT, F., DAVENPOT, A., DAVIS, S., FRENCH, K., PIRAS, M., THORNHILL, S., ROBINSON, P., y WINTER, P. (2015). Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report. Recuperado de

MERRIAM, B. S. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers.

NAKAJIMA, K. (2003). The role of kokugo textbooks in kanji instruction for heritage Japanese learners. Obirin Synergy, 1, 1-21.

NEDUNGANI, P, MULKI, K., y RAMAN, R. (2017). Improving educational outcomes & reducing absenteeism at remote village with mobile technology and WhatsApp: Findings from rural India. Educational and information Technologies, 23, 113-127. doi:

NEW LONDON GROUP. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

PORTER, G., HAMPSHIRE, K., MILNER, J., MUNTHALI, A., ROBSON, E., LANNOY, A. D., GANGO, A., GUNGULUZA, N., MASHIRI, M., TANLE, A., y ABANE, A. (2015). Mobile Phones and Education in Sub-Saharan Africa: From Youth Practice to Public Policy. Journal of International Development, 28(1), 22–39. doi:

PRERADOVIC, N. M., LESIN, G., & BORAS, D. (2016). Introduction of Digital Storytelling in Preschool Education: a Case Study from Croatia. Digital education, 30, 94-105.

REAY, J. (2001). Blended learning-a fusion for the future. Knowledge Management Review, 4(3), 1-6.

SIDANI, S. (2017). Examining the use of digital technology by four literacy teacher educators. Ph.D. dissertation, University of Toronto.

STREET, B. (2003). What’s ‘new’ in New Literacy Studies? Critical approaches to literacy in theory and practice. Current issues in comparative education, 5(2), 77-91.

TARAPDAR, S., y KELLETT, M. (2013). Cyberbullying: Insights and Age-Comparison Indicators from A Youth-Led Study in England. Child Indicators Research, 6, 461–477. doi: 10.1007/s12187-012-9177-z

TIGERT, J. M. (2017). Building block of the world, building block of your identity: multilingual literacy socialization of heritage language learners. Ph.D. dissertation, University of Maryland.

RICHARDS, L. (2009). Handling qualitative data: a practical guide (2nd ed.). London: Sage.

VALDÉS, G. (2017). From language maintenance and intergenerational transmission to language survivance: will heritage language education help or hinder? International Journal of the Sociology of Language,243, 41–57. doi:

VELAZQUEZ-CALVO, B. (2018). The Online Ecology of Literacy and Language Practices of a Gamer. Educational Technology & Society, 21(3), 199-212.

ZHANG, L. T., y CASSANY, D. (2019a). ‘Is it always so fast?’: Chinese perceptions of Spanish through danmu video comments. Spanish in Context, 16(2), 217–242. doi:

ZHANG, L. T., y CASSANY, D. (2019b). The «danmu» phenomenon and media participation: Intercultural understanding and language learning through «The Ministry of Time». Comunicar, 58, 19-29.


Enlaces refback

  • No hay ningún enlace refback.

Copyright (c) 2019 EDMETIC

UCOPress. Editorial Universidad de Córdoba

(UCOPress. Cordoba University Press) 

ISSN: 2254-0059