Social Justice through Pedagogies of Multiliteracies

Developing and Strengthening L2 Learner Agency and Identity
1. Auflage 2024
ISBN: 978-1-032-57313-7
Verlag: Routledge

Buch, Englisch, 236 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 523 g

Reihe: Multiliteracies and Second Language Education

Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners.

This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility of L2 educators to develop pedagogies of multiliteracies that reflect the life experiences, identities, and needs of minoritized L2 individuals in the curriculum in order to realize the social justice aim of L2 education.

Social Justice through Pedagogies of Multiliteracies will be of interest to L2 researchers, teachers, and teacher educators.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Tavares, Vander

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Social Justice in L2 Education Through Pedagogies of Multiliteracies

Part 1. Exploring Agency and Identity Development in Student-Led Projects

Chapter 1: Photovoice: A Multiliteracies Approach to Facilitate Identity Reflection and Self-Advocacy for Multilingual Students with Communication Disorders

Chapter 2: Multiliteracies and Student-led Materials Design: The struggle for Learner Engagement and Agency in the EFL Classroom

 

Part 2. Multiliteracies Pedagogies for Inclusion in Diverse Communities

Chapter 3: Multiliteracies for Social Inclusion and Plurilingual Identity Construction: Re-positioning the Self in a Superdiverse Language Learning Environment

Chapter 4: Drawing on Cope and Kalantzis’ Transpositional Grammar to Explore L2 Identities Through Multiliteracies

 

Part 3. Critical Literacies Development through Linguistic Landscapes

Chapter 5: Reading Japanese Linguistic Landscapes for Critical Multiliteracies: Nurturing Agency and Criticality for Social Justice

Chapter 6: L2 Learners Engaging with Linguistic Landscapes in the Classroom: Developing Criticality and Inspiring Agency

 

Part 4. Multiliteracies for Social Justice in Teacher Education Contexts

Chapter 7: Building Deaf Agency Through the Teaching and Learning of ‘English Grammar Games’

Chapter 8: Coming-of-age Graphic Novels in L2 Education: Reflecting on Social Justice from a Feminist Perspective

Part 5. Practitioner Reflections on Students’ and Teachers’ Critical Literacies Development

Chapter 9: Becoming Critically Literate About the Other(ed): Proposing Disruptions and Innovations to a Portuguese as a Foreign Language Course

Chapter 10: Critical Literacy for Korean Language Learning and Teaching: Exploring and Expanding its Possibilities

Über Autor(innen)

Vander Tavares is an Associate Professor in education at Inland Norway University of Applied Sciences, Norway, and holds a PhD in linguistics and applied linguistics from York University, Canada. His research interests include language teacher identity development, critical second language education, internationalization of higher education, and identity in multilingual/multicultural contexts.