Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second language instructional contexts, with a focus on inclusive practices and social justice.
Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second-language instructional contexts, with a focus on inclusive practices and social justice.
This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research.
This book will be a key resource for language educators, researchers, and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching.
Figures
Tables
Appendices
Contributors
Preface
GABRIELA C. ZAPATA
1 Towards Education Justice: The Multiliteracies Project Revisited
BILL COPE AND MARY KALANTZIS
2 Multiliteracies: A Literature Review
BILL COPE AND MARY KALANTZIS
3 Multiliteracies, OER, and Inclusive L2 Pedagogical Practices
GABRIELA C. ZAPATA
4 Translanguaging and Multiliteracies: Exploring the Concepts Through an
Online Language Learning Research Project in Greece, Spain, and the USA
ANASTASIA- OLGA (OLNANCY) TZIRIDES
5 Multiliteracies and Learning by Design in Brazil: Experiences in the
Context of Pre- Service Teacher Education in a Public University During the
COVID- 19 Pandemic
ALESSANDRA COUTINHO FERNANDES
6 Multiliteracies in Singapore English- Language Classrooms: Developing a
Pedagogic Metalanguage for Multimodality
FEI VICTOR LIM
7 Multiliteracies in Greece: Preschool Learners Narration of Their Diverse
Lifeworlds and the Production of New Intercultural Learning
EUGENIA ARVANITIS AND MARIA VLACHOU
8 Transformative Possibilities Towards Education Justice and Powerful
Becomings: Multiliteracies in South Africa
DENISE NEWFIELD
Index
Gabriela C. Zapata is Associate Professor in Education at the University of Nottingham, United Kingdom. Her research foci are Learning by Design and second- and heritage-language pedagogy, computer-supported collaborative learning, multimodal social semiotics, multimodal literacy, and teacher education.
Mary Kalantzis was Dean of the College of Education at the University of Illinois, Urbana-Champaign, USA, from 2006 to 2016. Before this, she was Dean of the Faculty of Education, Language and Community Services at RMIT University, Melbourne, Australia, and President of the Australian Council of Deans of Education.
Bill Cope is a Professor in the Department of Education Policy, Organization & Leadership, University of Illinois, Urbana-Champaign, USA. His research interests include theories and practices of pedagogy, cultural and linguistic diversity, and new technologies of representation and communication.
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