Fostering Transformative Digital Pedagogical Practices through Open Education in ETPs: a Framework for Digitally-Enhanced Content-Specific Embedded Literacy in Virtual Mobility

English-Taught Programs (ETPs) have developed extensively in Europe and worldwide. Most ETPs can be classified as English-Medium Instruction (Lin 2016; SchmidtUnterberger 2018) since language-supporting methodologies are not usually implemented. This lack of language awareness in ETPs is likely to represent a challenge for students who need to develop subject-specific discourses in English (Wächter and Maiworm 2014; Henriksen, Holmen, and Kling 2019). For the development of content and language knowledge, the integration of content and language instruction during content classes is pivotal (Lyster 2007; Lightbown 2008; Lightbown 2014). The internationalization of Higher Education, including the development of ETPs, and the increasing use of English-only knowledge practices are likely to affect language and cultural diversity (Singh 2017; Dìaz 2018). In this light, from a superdiverse perspective (Vertovec 2019), ETPs need to help students become aware of the main features of Anglo-English subject-specific discourses so as to prevent learners from adopting English-only theorizing practices implicitly (Singh 2017; Dìaz 2018). The need to develop practices integrating content and language effectively in ETPs has thus increasingly emerged. In this respect, Systemic Functional Linguistics (SFL), which sees language as a meaning-making process (Halliday and Matthiessen 2014), seems to provide a suitable theoretical framework to develop content-specific literacy embedded into content classes in ETPs. In the attempt to address the issue of language instruction in ETPs, the present study aims to provide a framework suitable for embedding technology-enhanced SFL-informed content-specific literacy into content classes delivered through virtual mobility in ETPs from an Open Educational perspective. To accomplish this objective, a digitally-enhanced SFL-informed subject-specific literacy framework, envisaged as an Open Educational Practice, aiming to foster students’ language awareness in keeping with a superdiverse view of a multilingual society has been devised. From the Open Educational perspective adopted, the framework entails the use of text analysis software, provided as OERs, to devise digitally-enhanced embedded literacy activities using open textbooks. Examples of activities have been provided to show how text analysis can be applied to implement visualization-based content-specific embedded literacy in virtual mobility classes in ETPs; the activities also show how students can engage in language awareness actively while focusing on content learning. In brief, transformative digital pedagogical practices suitable for implementing contentspecific embedded literacy in virtual mobility in ETPs from an Open Educational perspective have been elaborated and examples of activities have been provided.