Full Description
This collection brings together research from established and emerging scholars on maintaining and revitalising minoritized and heritage languages among children and young people through multimodal projects in formal and non-formal educational contexts.
The volume brings insights into teaching practices and social programmes at both primary and secondary education levels that enhance the learning and use of these languages. Part I examines minoritised languages in non-formal settings, highlighting the role of digital practices, social media, and arts-based initiatives in fostering pluriliteracies beyond the classroom. Part II focuses on heritage languages in formal education, illustrating how multimodal pedagogies can support inclusion, critical multilingual awareness and culturally responsive teaching. Across contexts, the volume emphasises learner agency, identity affirmation and critical engagement, offering concrete implications for educators, teacher educators, policymakers and community practitioners.
This book will therefore appeal to students and scholars in multilingualism, sociolinguistics, and language education, as well as teacher educators and policymakers working in multilingual and multimodal educational environments.
Contents
Introduction "Multimodal Approaches to Heritage and Minoritised Languages for Young People: Experiences from Formal and Non-formal Education" by Marzà, Anna & Sánchez-Requena, Alicia, Part I Minoritised languages in non-formal education, Chapter 1 "Extramural digital practices of minorised language learners: how do school-age learners of Irish develop their pluriliteracies informally outside school for the benefit of their disciplinary literacies in school?" by Neville, Craig, Chapter 2 "Bookstagram and education: The perception of bookstagrammers in the dissemination and preservation of the Galician language" by Peñasco González, Sandra & Maceiras Lafuente, Andrea, Chapter 3 "Leveraging Instagram and TikTok to Promote Minority Languages in Non-Formal Settings: A Case Study on Learning and Improving Catalan" by Bardini, Floriane & Igareda, Paula, Chapter 4 "A playful approach to Forro and Cape Verdean Creoles: multilingual and intergenerational theatre" by García-Azkoaga, Ines & Montroy, Maria, Chapter 5 "Revitalization of linguistic and cultural heritage through the creation of transfolk songs: a pilot study in two secondary school class groups" by Monferrer-Palmer, Aina & Torrents, Julieta, Part II Heritage languages in formal education, Chapter 6 "Enhancing minority language practices through multimodal pedagogies: A classroom case study" by Castellano-Sanz, Margarida & Reyes-Torres, Agustín, Chapter 7 "Multilingualism Through the Lens of Linguistic Hospitality: Exploring the Catalan Aula d'Acollida" by Gómez i Martínez, Mireia, Chapter 8 "Using film for teaching Arabic as a heritage language to young learners: Challenges, opportunities and innovations" by Mohamed, Salwa & Herrero, Carmen, Chapter 9 "Engaging beginning teachers in multilingual and multiliteracies book-making: Why and how for heritage language learners" by Prasad, Gail, Chapter 10 "Beyond English: Representing Cultural and Linguistic Diversity in EFL Materials through Didactic Voice-Over" by Tinedo-Rodríguez, Antonio-Jesús & Talaván, Noa, Index.
