Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies

Contents
Notes on Contributors
List of Figures
List of Tables
Empowering Language Learners in a Changing World Through Pedagogies of Multiliteracies
	From Literacy to Multiliteracies and Learning by Design
	Briefly Unpacking L2 Student Identity and Agency
	Challenging Ideologies of Language and Race in L2 Education Through Multiliteracies
	Organization of Volume and Main Contributions
	References
Multimodality and Learning: Desiderata for Designing Social Futures
	Introduction
	Multimodality for Learning
	Multimodality as Learning
	Multimodality in Learning
	References
Interweaving Freirean Perspectives with a Pedagogy of Multiliteracies: Convergencies, Divergencies, and Implications for L2 Education
	Introduction
	Dialogic Education as a Channel into Students’ Lifeworlds
	Lifeworlds, the Curriculum, and Learning Spaces
	Integrating Emotions into Education as an Ethical Move: Examining Freire’s Conceptions
	Possible Implications for L2 Education and Learner Empowerment
	Conclusion
	References
Rethinking Assessment in Foreign Language Teaching: Fostering Semiotic Agency Through Multiliteracies Approaches
	Introduction
	Theoretical Framings
	Design and Assessment
	Agency
	Two Learner Cases
		Michael
		Paula
	Discussion
	Conclusion
	References
“If I said something, they would make me say it again in English”: A raciolinguistic Critique of Monoglossic Language Education
	Introduction
	Literature Review
	Mariana’s Story
		Transitional Bilingual Education Model
		Background on This Framing of L2 Education
		The Language Ideology of Transitional Bilingualism
		Reading Mariana’s Experiences Through Transitional Bilingualism
		Additive Bilingualism
		Background on This Framing of L2 Education
		The Language Ideology of Additive Bilingualism
		Reading Mariana’s Experiences Through Additive Bilingualism
	Raciolinguistics, Multiliteracies, and Translanguaging
		Background: Language Ideology and Raciolinguistic Analysis
		Reading Mariana’s Experiences Through Raciolinguistic Analysis
	The Possibilities of Translanguaging Multiliteracies
	References
Preparing EFL Teachers to Reflect on Students’ Social Identities of Race Through Multiliteracies
	Introduction
	Multiliteracies
	Social Identities of Race
	Methodology, Research Context, and Participants
		The Workshop
	Multiliteracies: Social Identities and EFL Teachers’ Reflections
	Conclusions
	References
The Limits of (Building) Agency in Language Education: A Plurilingual Student’s Perceptions on Developing Multiliteracies and Agency Through Student-Designed Portfolios
	Introduction
	Theoretical Framework
		Agency to Enable Multiliteracies—Multiliteracies to Develop Agency
		The Pedagogical Potential and Limitations of Student-Designed Portfolios to Develop Multiliteracies and Agency
	Empirical Study
		Context: Plurilingualism in Education in Germany
		Case Study and the Participant
		Methods
	Findings
		“Pressure” as Affordance and Driving Force of Agency
		“Enjoyment” of “Understanding” Multimodal Contents: The Development of Multiliteracies Through Use of the Portfolio
		“Freedom” and “Creativity”: The Connection Between the Development of Agency and Multiliteracies Through the Portfolio
	Discussion and Conclusion
	References
Unpacking EFL Learners’ Agency at the Intersection of Global Citizenship and Marginalization of Local Identities Through a Multiliteracies Approach
	Introduction
	Racialization as a Framework
	Pedagogy of Multiliteracies
	Context of the Study
	Methodology
		Analysis
		Participants
		Limitations
	Findings and Discussion
		Theme 1: Racialized Language Learner Identities
		Theme 2: Wishing for Global Citizenship
		Theme 3: Affordances of Multiliteracies
		Agency and Racialized Identity—Being, Having, and Feeling
		Agency and Aspiration—Being, Thinking, and Doing
		Multiliteracies and Redesigning Identity—Doing, Thinking, Feeling, Being
	Conclusion
	References
Multiliteracies and Picturebooks: A Gender-Based Critical and Aesthetic Engagement with Social Justice Through a Nonfictional Heroine
	Introduction
	The Notion of Multiliteracies: Learning Through Social Interaction and Aesthetic Engagement in Contemporary Contexts
	Nonfiction Picturebooks as Multimodal Texts: Reading by Design
	Nonfiction Picturebooks and Social Justice from a Gender Perspective
		I Look Up to…Ruth Bader Ginsburg: A Critical, Sociocultural and Aesthetic Content Analysis
	Conclusions
	References
Recognising and Building Upon Multilingual Students’ Identities and Knowledges in Mainstream Science Classrooms
	Identity in Science Education
	Including Student Identity in Science Classrooms
	Identity Texts from Science Students
	Interpretation of Identity Texts
	Reflections and Concluding Remarks
	References
Empowering Upper Elementary Multilingual Learners in Science Using Infographics
	Introduction
	Why a Multiliteracies, Transmodalising Approach to Science Teaching and Learning
	Brief Overview of Working with Teachers to Learn Transmodalising Pedagogy
	Context of the Project
		Situating the Infographic Project in the Science Curriculum
	From Traditional Science Fair Projects to Multimodal Infographics
	Infographics to Facilitate and Express Science Inquiry: Three Examples
		Infographic Project 1: Investigating Duration of Nail Polish Brands
		Infographic Project 2: Preferences for Refrigerated vs. Non-Refrigerated Cookie Dough
		Infographic Project 3: Production of Popped Kernels among Different Brands
	Key Insights from Infographic-Infused Science Inquiry with MLs
		Transmodal Creativity for Authentic Learning with Real-World Implications
		Considerations of Challenges and Solutions
	Conclusion
	References
Supporting Multilingual Students’ Agency and Identities Through Equity-Oriented, Critical Consciousness, and Community-Focused Multiliteracies
	Introduction
	Instructional Contexts
	Theoretical Frameworks and Classroom Research Insights
	Equity-Oriented Multiliteracies in College-Level Classrooms
	Community-Focused Multiliteracies
	Multiliteracies, Empowerment, and Critical Consciousness Projects with Language Teachers
		Visual Teaching Philosophies
		“Culture in the News” Project
		Critical Language Autoethnography Projects
	Concluding Reflections
	References
Ukrainian Refugees Learning Icelandic Through Drama Plays: A Multiliteracies Perspective
	Introduction
	Multiliteracies and Learning-by-Design
	L2 Learning, Learners of a Refugee Background, and Drama Plays
	Methodology
	Findings
		From Ukraine to Iceland and the Beginning of Production
		Icelandic Language Learning
	Discussion and Conclusion
	References
Index