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Visualising Multilingual Lives

Visualising Multilingual Lives

Paula Kalaja | Dr. Sílvia Melo-Pfeifer

(2019)

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Book Details

Abstract

This book brings together empirical studies from around the world to help readers gain a better understanding of multilinguals, ranging from small children to elderly people, and their lives. The chapters focus on the multilingual subjects’ identities and the ways in which they are discursively and/or visually constructed, and are split into sections looking specifically at the multilingual self, the multilingual learner and multilingual teacher education. The studies draw on rich visual data, which is analysed for content and/or form and often complemented with other types of data, to investigate how multilinguals make sense of their use and knowledge of more than one language in their specific context. The topic of multilingualism is addressed as subjectively experienced and the book unites the current multilingual, narrative and visual turns in Applied Language Studies. It will be of interest to students and researchers working in the areas of language learning and teaching, teacher education and bi/multilingualism, as well as to those interested in using visual methods and narratives as a means of academic research.


Narrative turns and visual turns. This book will have your head spinning. Filled with innovative methods for studying the multilingual subject that are cutting-edge but intersect with more conventional methods too, this stunning collection looks to the future in applied language studies research.


A path-breaking book for multilingual classrooms in the 21st century! The 15 chapters, expertly edited by Kalaja and Melo-Pfeifer, offer cutting-edge research on multilingual subjects and a range of truly innovative pedagogies for teachers. This book will inspire researchers investigating the role of visual literacies in multilingual education and will transform the experience of teachers committed to a deeper understanding of the multilingual lives of newcomer students and multilingual learners worldwide. This volume is bound to become a major reference in the fields of language education and teacher education.


Paula Kalaja is Professor Emerita in the Department of Language and Communication Studies at the University of Jyväskylä, Finland. Her research interests lie in visual methodologies and foreign language learning and teaching, with a particular interest in beliefs, motivation and identities. She has published widely in the field and is co-author (with Ana Maria F. Barcelos, Mari Aro and Maria Ruohotie-Lyhty) of Beliefs, Agency and Identity in Foreign Language Learning and Teaching (Palgrave, 2016).

Sílvia Melo-Pfeifer is Professor in the Department of Education at the University of Hamburg, Germany. She is also a member of CIDTFF (Research Centre ‘Didactics and Technology in Education of Trainers’) at the University of Aveiro, Portugal. Her research interests include plurilingual and intercultural (online) interaction, pluralistic approaches to languages and cultures, and heritage language education.


Table of Contents

Section Title Page Action Price
DOI https://doi.org/10.21832/KALAJA2609 iv
Contents v
Tables and Figures vii
Abbreviations xi
Contributors xiii
Foreword xix
1 Introduction 1
Part 1 The Multilingual Self 13
2 Becoming and Being Multilingual in Australia 15
3 Children’s Multimodal Visual Narratives as Possible Sites of Identity Performance 33
4 Integration as Portrayed in Visual Narratives by Young Refugees in Germany 53
5 From the Migration Experience to its Visual Narration in International Mobility 73
Part 2 The Multilingual Learner 95
6 Looking but Not Seeing: The Hazards of a Teacher-researcher Interpreting Self-portraits of Adolescent English Learners 97
7 Looking at Language Through a Camera Lens 115
8 Using Multimodal Analysis to Explore Language Learner Identity Construction 134
9 Multimodal Language Learning Histories: Images Telling Stories 151
10 Study Abroad in Pictures: Photographs as Data in Life-story Research 173
Part 3 Multilingual Teacher Education 195
11 Imagining Second Language Teaching in Brazil: What Stories Do Student Teachers Draw? 197
12 Plurilingual Education and the Identity Development of Pre-service English Language Teachers: An Illustrative Example 214
13 Awareness of Plurilingual Competence in Teacher Education 232
14 ‘The Class of My Dreams’ as Envisioned by Student Teachers of English: What is There to Teach about the Language? 254
15 Conclusion: Lessons Learnt With and Through Visual Narratives of Multilingualism as Lived, and a Research Agenda 275
Index 285