Social Justice through Pedagogies of Multiliteracies Developing and Strengthening L2 Learner Agency and Identity

Social Justice in L2 Education Through Pedagogies of Multiliteracies

Vander Tavares

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

Toby Loewenstein and Robin Danzak

Chapter 2: Multiliteracies and Student-led Materials Design: The struggle for Learner Engagement and Agency in the EFL Classroom

Ken Mizusawa and Tamas Kiss

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

Barbara Spinelli

Chapter 4: Drawing on Cope and Kalantzis’ Transpositional Grammar to Explore L2 Identities Through Multiliteracies

Susan M. Holloway

Part 3. Critical Literacies Development through Linguistic Landscapes

Chapter 5: Reading Japanese Linguistic Landscapes for Critical Multiliteracies:

Nurturing Agency and Criticality for Social Justice

Yuri Kumagai

Chapter 6: L2 Learners Engaging with Linguistic Landscapes in the Classroom: Developing Criticality and Inspiring Agency

Mónica Lourenço and Sílvia Melo-Pfeifer

Part 4. Multiliteracies for Social Justice in Teacher Education Contexts

Chapter 7: Building Deaf Agency Through the Teaching and Learning of ‘English Grammar Games’

Jenny Webster, Ulrike Zeshan, Nirav Pal, and Deepu Manavalamamuni

Chapter 8: Coming-of-age Graphic Novels in L2 Education: Reflecting on Social Justice from a Feminist Perspective

Dolores Miralles-Alberola, Margarida Castellano-Sanz, and Agustín Reyes-Torres

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

Vander Tavares

Chapter 10: Critical Literacy for Korean Language Learning and Teaching:

Exploring and Expanding its Possibilities

Joowon Suh

Biography

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.

"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." 

Bill Cope, Professor of Education, University of Illinois, USA.

"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."

Li Wei, Director and Dean, UCL Institute of Education, University College London, UK.

"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 Social Justice through Pedagogies of Multiliteracies."

Dr. Bonny Norton, FRSC, University of British Columbia, Canada.