Social Justice through Pedagogies of Multiliteracies Developing and Strengthening L2 Learner Agency and Identity
Produktdetaljer
Biographical note
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.
<p>"This book pushes the frontiers of second language learning, theoretically as well as practically. It traces common threads in the project of social justice in the teaching of Italian, Japanese, Portuguese, English languages in India, Nepal, Malaysia, Indonesia, Germany, and Canada. Prompting the imaginative extension of pedagogical horizons, the vividly depicted sites show the expansion of learner agency, from “photovoice” for multilingual learners with communication disorders, to bringing out-of-school multiliteracies into the classroom, to English grammar games for deaf learners, to multiliteracies in museums and galleries, to feminist perspectives on graphic novels—and so much more. Unfolding across these rich and varied sites of engagement is a new and exciting vision for second language learning." </p><p><b>Bill Cope</b>, <i>Professor of Education, University of Illinois, USA.</i></p><p>"Tavares has put together a diverse yet coherent collection of critical studies of multiliteracies that address second language user’s agency and identity from a social justice perspective. The studies are empirically rich and conceptually rigorous. Together the volume represents an important advancement of knowledge in the field of critical social studies of language education."</p><p><b>Li Wei,</b><i> Director and Dean, UCL Institute of Education, University College London, UK.</i></p><p>"Through skilful editing, Vander Tavares has identified a range of innovative scholars whose research brings both breadth and depth to the exciting area of multiliteracies. From different regions of the world, and with diverse disciplinary interests, what the contributors have in common is a passion for equity, diversity, and inclusion in language and literacy education. Teachers and researchers who wish to help multilingual learners reframe and reclaim identities of power will find inspiration from <i>Social Justice through Pedagogies of Multiliteracies."</i></p><p><b>Dr. Bonny Norton</b><i>, FRSC, University of British Columbia, Canada.</i></p>
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.
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.
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
Produktdetaljer
Biographical note
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.