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. It illustrates how visual methods can be used to explore individual multilingualism, identify language ideologies and support professional development.
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.
Recenzijas
Kalaja and Melo-Pfeifer reconstruct multilingual lives and multilingual teachers beliefs in ways that are inclusive of diverse experiences and modes of expression. The multi-storied visualization in this book fills the narrative holes and exclusions that have been created by a conception of the linguistic repertoire as purely spoken/written. This book advances not only the study of multilingualism, but also how ways of researching it is a matter of social justice. * Ofelia Garcķa, The Graduate Center, City University of New York, USA * Reading this edited volume by Kalaja and Melo-Pfeifer is like entering an Alice-in-Wonderland fantasy world of how multilingualism can be lived and envisioned in various language classrooms around the world and across educational levels. Through the looking glass we see lived multilingualism via an amazing range of visual methodologies, from drawings and pictures to digital and three-dimensional visualizations. * Joana Duarte, University of Groningen, The Netherlands * This book provides a groundbreaking examination of multilingualism through innovative visual methodologies. It offers critical insights into the intersection of linguistic diversity and social justice, making it an essential resource for educators and researchers committed to advancing equity in multilingual education. * Rahat Zaidi, University of Calgary, Canada *
Papildus informācija
Uses creative and innovative methods to investigate multilingual identities, practices and ideologies
Contributors
Gary Barkhuizen: Foreword: Multistoried Visualisations and Narrative Holes
Paula Kalaja and Sķlvia 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 Daničle Moore: Just Native
Assistants? Exploring the Plurilingual Potential of Assistant Language
Teachers in Japan through Visual Polyethnography
Chapter
3. Sķlvia Melo-Pfeifer: Visual Methods in Language Teacher Education:
Uncovering Beliefs about Career Choices Held by Pre-Service Teachers
Chapter
4. Ana Carolina de Laurentiis Brandćo: 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 Dont 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 Gonēalves: 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 Aragćo and Anne
Pitkänen-Huhta: Multilingualism in First-Year Student Teachers
Visualisations of Their Professional Futures in Finland and Brazil
Sķlvia Melo-Pfeifer and Paula Kalaja: Conclusion: Lessons Learnt and Future
Avenues for Arts-Based Approaches in Applied Language Studies for Social
Justice
Index
Paula Kalaja is Professor Emerita at the University of Jyväskylä, Finland. Her research interests include individual learner differences, visual methods in research and language teacher education. With Sķlvia, she co-edited Visualising Multilingual Lives: More Than Words (Multilingual Matters, 2019).
Sķlvia Melo-Pfeifer is Full Professor at the University of Hamburg, Germany. Her research focuses on visual methods, multilingual pedagogies and language teacher education. She co-edited the volume above and Assessment of Plurilingual Competence and Plurilingual Learners in Educational Settings (with Christian Ollivier, Routledge, 2024).
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