The digital age has been disrupting the normative structures of education in many ways. According to Bohn (2013, p. 97), one of the challenges language educators now face is 
According to Duboc (2016, p. 62), critical literacy differs from critical reading as the former holds that: 
In the passage “To be relevant, learning processes need to recruit, rather than attempt to ignore and erase, the different subjectivities, interests, intentions, commitments, and purposes that students bring to learning” (L.17-20), the author implies that teachers should 
Read the following extract from Text 1: “Multiliteracies recognizes both the increasing cultural and linguistic diversity in the new globalized society and the new variety of text forms from multiple communicative technologies.” (L.11-14)
The alternative from Lotherington (2006) that has some analogy to this passage is:
Match the strategies offered below to the different teaching perspectives.
1. Multiliteracies posture
2. The Audio Lingual method
3. The Grammar-Translation method
4. Communicative Language teaching
( ) Presenting target-language reading passages and answering questions that follow.
( ) Discussing cultural diversity through different means such as written texts and blogs.
( ) Repeating patterns until students are able to form new habits in the target language.
( ) Offering students authentic materials that may function as triggers for classroom interactions. Mark the option which indicates the correct matching, from top to ...
The options below offer statements that agree with constructions of multiliteracies, as presented by Text 1, except: 
The phrase “lots of data to chew on” in Text II makes use of figurative language and shares some common characteristics with: 
When Text II mentions “grumblers” in “to face the grumblers”, it refers to: 
The base form, past tense and past participle of the verb “fall” in “The criticisms fall into three areas” are, respectively: 
The three main arguments against big data raised by Text II in the second paragraph are: 