Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity (Multiliteracies and Second Language Education)

Cover
Half Title
Series Page
Title Page
Copyright Page
Contents
List of Contributors
Introduction: Social Justice in L2 Education through Pedagogies of Multiliteracies
PART I: Exploring Agency and Identity Development in Student-Led Projects
	1. Photovoice: A Multiliteracies Approach to Facilitate Identity Reflection and Self-Advocacy for Multilingual Students with Communication Disorders
	2. Multiliteracies and Student-Created Materials Design: Learner Engagement and Agency in the EFL Classroom
PART II: Multiliteracies Pedagogies for Inclusion in Diverse Communities
	3. Multiliteracies for Social Inclusion and Plurilingual Identity Construction: Repositioning the Self in a Superdiverse Language Learning Environment
	4. Drawing on Cope and Kalantzis’ Transpositional Grammar to Explore L2 Identities through Multiliteracies
PART III: Critical Literacies Development through Linguistic Landscapes
	5. Reading Japanese Linguistic Landscapes for Critical Multiliteracies: Nurturing Agency and Criticality for Social Justice
	6. L2 Learners Engaging with Linguistic Landscapes in the Classroom: Developing Criticality and Inspiring Agency
PART IV: Multiliteracies for Social Justice in Teacher Education Contexts
	7. Building Deaf Agency through the Teaching and Learning of ‘English Grammar Games’
	8. Coming-of-Age Graphic Novels in L2 Education: Reflecting on Social Justice from a Feminist Perspective
PART V: Practitioner Reflections on Students’ and Teachers’ Critical Literacies Development
	9. Becoming Critically Literate about the Other(ed): Proposing Disruptions and Innovations to a Portuguese as a Foreign Language Course
	10. Critical Literacy for Korean Language Learning and Teaching: Exploring and Expanding Its Possibilities
Index