Shortlisted for the 2020 BAAL Book Prize
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.
Recenzijos
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. * Gary Barkhuizen, University of Auckland, New Zealand * 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. * Christine Hélot, University of Strasbourg, France * Visual narratives tap into a new wild world of often unspoken and unexplored emotions, visions and identities relating to languages and this makes the anthology intriguing and thought-provoking throughout. -- Melike Bulut Albaba, Trakya University, Turkey * The Learner Development Journal, Issue 5 *
Daugiau informacijos
Unique presentation of biographical and narrative research on applied linguistics using visual materials and methodologies
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vii | |
| Abbreviations |
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xi | |
| Contributors |
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xiii | |
| Foreword |
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xix | |
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1 | (14) |
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Part 1 The Multilingual Self |
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2 Becoming and Being Multilingual in Australia |
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15 | (18) |
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3 Children's Multimodal Visual Narratives as Possible Sites of Identity Performance |
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33 | (20) |
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4 Integration as Portrayed in Visual Narratives by Young Refugees in Germany |
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53 | (20) |
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Alexandra Fidalgo Schmidt |
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5 From the Migration Experience to its Visual Narration in International Mobility |
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73 | (24) |
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Part 2 The Multilingual Learner |
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6 Looking but Not Seeing: The Hazards of a Teacher-researcher Interpreting Self-portraits of Adolescent English Learners |
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97 | (18) |
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7 Looking at Language Through a Camera Lens |
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115 | (19) |
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8 Using Multimodal Analysis to Explore Language Learner Identity Construction |
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134 | (17) |
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9 Multimodal Language Learning Histories: Images Telling Stories |
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151 | (22) |
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Vera Lucia Menezes de Oliveira e Paiva |
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Konaldo Correa Gomes Junior |
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10 Study Abroad in Pictures: Photographs as Data in Life-story Research |
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173 | (24) |
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Part 3 Multilingual Teacher Education |
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11 Imagining Second Language Teaching in Brazil: What Stories Do Student Teachers Draw? |
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197 | (17) |
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Ana Carolina de Laurentiis Brandao |
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12 Plurilingual Education and the Identity Development of Pre-service English Language Teachers: An Illustrative Example |
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214 | (18) |
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13 Awareness of Plurilingual Competence in Teacher Education |
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232 | (22) |
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14 `The Class of My Dreams' as Envisioned by Student Teachers of English: What is There to Teach about the Language? |
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254 | (21) |
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15 Conclusion: Lessons Learnt With and Through Visual Narratives of Multilingualism as Lived, and a Research Agenda |
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275 | (10) |
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| Index |
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285 | |
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).
Sķlvia 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.
