The authors present evidence-based digital literacy practices and resources for teaching and learning English as an additional language in two different educational contexts where these practices have been applied successfully with adolescent learners.

This paper problematizes the interplay between curriculum textbooks and national identity constructions. Drawing on data from Bangladesh's school-textbooks, and students' and teachers' perspectives, the study identifies factors shaping Bangladesh's national identity in the textbook discourses and discusses students' experiences of these in an…