Paula Kalaja & Sílvia Melo-Pfeifer (CIDTFF) | Multilingual Matters
Divulgamos o livro “Visualising Language Students and Teachers as Multilinguals: Advancing Social Justice in Education”, editado por Paula Kalaja e Sílvia Melo-Pfeifer (CIDTFF), e que inclui vários contributos da (co)autoria de investigadoras CIDTFF.
Esta publicação estará disponível em outubro de 2024, e em acesso aberto para download gratuito em formato pdf. [artigo de divulgação]
Sumário
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.
Conteúdos
Foreword: Multistoried Visualisations and Narrative Holes | Gary Barkhuizen
Introduction: Being Multilingual and Living Multilingually – Advancing a Social Justice Agenda in Applied Language Studies | Paula Kalaja & Sílvia Melo-Pfeifer (CIDTFF)
Part 1: Reconstructing Histories of Individual Multilingualism
- ‘From YouTube, I Watch Videos and Vlogs and Other Stuff in Different Languages’: Immersion Students as Users of Multiple Languages | Karita Mård-Miettinen & Siv Björklund
- Just ‘Native’ Assistants? Exploring the Plurilingual Potential of Assistant Language Teachers in Japan through Visual Polyethnography | Daniel Roy Pearce, Mayo Oyama & Danièle Moore
- Visual Methods in Language Teacher Education: Uncovering Beliefs about Career Choices Held by Pre-Service Teachers | Sílvia Melo-Pfeifer (CIDTFF)
- English Remote Teaching in Drawings: Stories of Teacher Resilience in Brazilian State Schools | Ana Carolina de Laurentiis Brandão
Part 2: Describing the Present of Multilingual Pedagogies
- Language Ideologies in Primary School Pupils’ Drawings of the Finnish Language | Heidi Niemelä
- Using Data Visualisations in a Participatory Approach to Multilingualism: ‘I Feel What You Don’t Feel’ | André Storto
- Seeing the Unseen: Representations of Being and Feeling in Plurilingual International Students’ Adjustment Experiences | Vander Tavares
- Interpreting Multilingual Spaces through a Lens: Linguistic Landscape Projects for Cultivating Intercultural Competence | So-Yeon Ahn
- Language Teachers’ Professional Identity in Visual Narratives: Depicting Pedagogy for Linguistic and Cultural Diversity through a Social Justice Lens | Ana Sofia Pinho (CIDTFF) & Maria de Lurdes Gonçalves (CIDTFF)
- Visualizing Translanguaging Awareness in Language Teacher Education: A Case Study | Josh Prada
Part 3: Envisioning the Future of Multilingualism in Language (Teacher) Education
- The Role of Multilingualism and Multiculturalism in English Classes as Envisioned by Student Teachers in Finland | Paula Kalaja & Katja Mäntylä
- Visualising Interaction in Plurilingual Situations: What Do Future Teachers Think and How Do They Approach This Reality? | Mireia Pérez-Peitx
- Multilingualism in First-Year Student Teachers’ Visualisations of Their Professional Futures in Finland and Brazil | Maria Ruohotie-Lyhty, Rodrigo Camargo Aragão & Anne Pitkänen-Huhta
Conclusion: Lessons Learnt and Future Avenues for Arts-Based Approaches in Applied Language Studies for Social Justice | Sílvia Melo-Pfeifer (CIDTFF) & Paula Kalaja
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Referência:
Kalaja, P., & Melo-Pfeifer, S. (Eds.)(2024). Visualising Language Students and Teachers as Multilinguals: Advancing Social Justice in Education. Multilingual Matters. https://www.multilingual-matters.com/page/detail/Visualising-Language-Students-and-Teachers-as-Multilinguals/?k=9781800416505
