Full Description
This book fosters an awareness of multilingualism as lived or as subjectively experienced from the perspective of those involved in language education and teacher education. Responding to multilingual and visual turns, it widens the repertoire of methodologies dominating the field of language teacher education, from linguistic or verbal to visual. The chapters, written by practising language teachers and teacher educators, explore aspects of multilingualism accessed through visual means in a wide range of contexts. Using social justice as a transformative framework, they highlight the biases, inequalities and linguistic hierarchies within schools and teacher education, and promote respect for linguistic plurality and cultural diversity in these settings. They illustrate how visual methods can be used to reconstruct histories of individual multilingualism, identify present language ideologies and support teachers' professional development by means of envisioning the future self in action. This book will be of interest to those involved in language education and language teacher education, including researchers, practising language teachers, student or trainee teachers and teacher educators.
This book is Open Access under a CC BY NC ND license.
Contents
Contributors
Gary Barkhuizen: Foreword: Multistoried Visualisations and Narrative Holes
Paula Kalaja and Sílvia Melo-Pfeifer: Introduction: Being Multilingual and Living Multilingually - Advancing a Social Justice Agenda in Applied Language Studies
Part 1: Reconstructing Histories of Individual Multilingualism
Chapter 1. Karita Mård-Miettinen and Siv Björklund: 'From YouTube, I Watch Videos and Vlogs and Other Stuff in Different Languages': Immersion Students as Users of Multiple Languages
Chapter 2. Daniel Roy Pearce, Mayo Oyama and Danièle Moore: Just 'Native' Assistants? Exploring the Plurilingual Potential of Assistant Language Teachers in Japan through Visual Polyethnography
Chapter 3. Sílvia Melo-Pfeifer: Visual Methods in Language Teacher Education: Uncovering Beliefs about Career Choices Held by Pre-Service Teachers
Chapter 4. Ana Carolina de Laurentiis Brandão: English Remote Teaching in Drawings: Stories of Teacher Resilience in Brazilian State Schools
Part 2: Describing the Present of Multilingual Pedagogies
Chapter 5. Heidi Niemelä: Language Ideologies in Primary School Pupils' Drawings of the Finnish Language
Chapter 6. André Storto: Using Data Visualisations in a Participatory Approach to Multilingualism: 'I Feel What You Don't Feel'
Chapter 7. Vander Tavares: Seeing the Unseen: Representations of Being and Feeling in Plurilingual International Students' Adjustment Experiences
Chapter 8. So-Yeon Ahn: Interpreting Multilingual Spaces through a Lens: Linguistic Landscape Projects for Cultivating Intercultural Competence
Chapter 9. Ana Sofia Pinho and Maria de Lurdes Gonçalves: Language Teachers' Professional Identity in Visual Narratives: Depicting Pedagogy for Linguistic and Cultural Diversity through a Social Justice Lens
Chapter 10. Josh Prada: Visualizing Translanguaging Awareness in Language Teacher Education: A Case Study
Part 3: Envisioning the Future of Multilingualism in Language (Teacher) Education
Chapter 11. Paula Kalaja and Katja Mäntylä: The Role of Multilingualism and Multiculturalism in English Classes as Envisioned by Student Teachers in Finland
Chapter 12. Mireia Pérez-Peitx: Visualising Interaction in Plurilingual Situations: What Do Future Teachers Think and How Do They Approach This Reality?
Chapter 13. Maria Ruohotie-Lyhty, Rodrigo Camargo Aragão and Anne Pitkänen-Huhta: Multilingualism in First-Year Student Teachers' Visualisations of Their Professional Futures in Finland and Brazil
Sílvia Melo-Pfeifer and Paula Kalaja: Conclusion: Lessons Learnt and Future Avenues for Arts-Based Approaches in Applied Language Studies for Social Justice
Index
