Visualising Language Students and Teachers as Multilinguals

Advancing Social Justice in Education

Paula Kalaja (Hrsg.), Sílvia Melo-Pfeifer (Hrsg.)

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Geisteswissenschaften, Kunst, Musik / Allgemeine und Vergleichende Sprachwissenschaft


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.

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multilingual turn, visual methodologies, social justice, visualisations, language education, language teacher education, teacher resilience, visual turn, individual multilingualism, visual methods, linguistic plurality, multilingual spaces, plurilingual students, teachers' professional development, inequality, language ideologies, cultural diversity, translanguaging, multiculturalism, pluralingualism, visual narratives, linguistic hierarchies, Multilingualism, teacher training, teachers' professional identity, linguistic diversity, teacher education, arts-based approaches