Overview

This book presents conceptual and empirical studies on how pedagogies of multiliteracies can empower language learners, teachers, and teacher educators in an increasingly globalized yet unequal world, with a focus on social justice in language education.

Content and Focus

The chapters offer critical and innovative pedagogical insights that contribute to re-envisioning language and literacy education in the 21^st century in a number of educational contexts, including post-secondary, community, refugee, science, language, and teacher education. From a raciolinguistic critique of monoglossic education in the United States to drama-based pedagogies for refugee learners in Iceland, this book contextualizes language learner empowerment by identifying and confronting ideologies of race, gender, nationality, and language.

Pedagogical Approaches

Creative multimodal and multisensorial pedagogies are enacted through learner-designed plurilingual portfolios, infographics, picturebooks, identity texts, performance, and museum-based learning. This book diversifies and enriches current approaches to language education based on pedagogies of multiliteracies that cultivate learner agency, identity, and critical reflection.

Intended Audience

It will be of interest to readers with backgrounds in second/foreign language education, TESOL/ESL, sociology of education, and applied linguistics.