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Full Product Details

Author:   Vally Lytra ,  Cristina Ros i Solé ,  Jim Anderson ,  Vicky Macleroy
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 2.30cm , Length: 23.40cm
Weight:   0.682kg
ISBN:  

9781788927949

ISBN 10:   178892794
Pages:   360
Publication Date:   04 February 2022
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Contributors Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Introduction: Why Liberating Language Education?  Part 1: Policies, Discourses and Ideologies Chapter 1.Thomas Quehl: 'I don’t think we encourage the use of their home language…': Exploring ‘Multilingualism Light’ in a London Primary School  Chapter 2. Ambarin Mooznah Auleear Owodally: Recognising the Creole Community: Discursive Constructions of Enslavement and the Enslaved in Kreol Textbooks in Mauritius  Chapter 3. Cátia Verguete: Appropriating Portuguese Language Policies in England Chapter 4. Vally Lytra: Making Sense of the Internal Diversities of Greek Schools Abroad: Exploring the Purposeful Use of Translation as Communicative Resource for Language Learning and Identity Construction Ana Souza: Commentary for Part 1 Part 2: Language-Living: Materialities, Affectivities and Becomings Chapter 5. Nuria Polo-Pérez and Prue Holmes: Languaging in Language Cafés: Emotion Work, Creating Alternative Worlds and Metalanguaging Chapter 6. Eszter Tarsoly and Jelena Ćalić: Language Studies as Transcultural Becoming and Participation: Undoing Language Boundaries across the Danube Region Chapter 7. Cristina Ros i Solé: The Textures of Language: An Autoethnography of a Gloves Collection Simon Coffey: Commentary for Part 2 Part 3: Transcultural Journeying and Aesthetics  Chapter 8. Jim Anderson: Visual Art in Arabic Foreign and Heritage Language-and-Culture Learning: Expanding the Scope for Meaning-Making Chapter 9. Maria Charalambous: Creating Pedagogical Spaces for Translingual and Transcultural Meaning-Making and Student Agency in a London Greek Complementary School    Chapter 10. Koula Charitonos: Opening Spaces of Learning: A Sociomaterial Investigation of Object-Based Approaches with Migrant Youth in and beyond the Heritage Language Classroom Chapter 11. Dobrochna Futro: Translanguaging Art: Exploring the Transformative Potential of Contemporary Art for Language Teaching in the Multilingual Context. Alison Phipps: Commentary for Part 3 Part 4: Voices, Identities and Citizenship Chapter 12. Yu-chiao Chung and Vicky Macleroy: How Weird is Weird? Young People, Activist Citizenship and Multivoiced Digital Stories Chapter 13. Gabriele Budach, Gohar Sharoyan and Daniela Loghin: ‘Animating Objects’: Co-Creation in Digital Story Making between Planning and Play  Chapter 14. Jessica Bradley, Zhu Hua and Louise Atkinson: Visual Representations of Multilingualism: Exploring Aesthetic Approaches to Communication in a Fine Art Context Kate Pahl: Commentary for Part 4 Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Conclusion: Language Education Collages Index

Reviews

This is a truly path-breaking volume. It provides a highly original, transdisciplinary vision of how language and language education can be reimagined in research and practice. Drawing on recent advances in theory-building relating to language in contemporary social life, the contributors present rich and engaging accounts of fluid, situated language learning practices and demonstrate, in clear and compelling ways, how language education can be liberated locally from long-dominant ideologies about fixity in language and prescriptive models of pedagogy. * Marilyn Martin-Jones, University of Birmingham, UK *

Author Information

Vally Lytra is Reader in Languages in Education and Head of the MPhil/PhD Programme in Education at Goldsmiths, University of London, UK. Her research interests include multilingualism, community and minority languages education and inclusive language pedagogies. Cristina Ros i Solé is Lecturer in Language, Culture and Learning at Goldsmiths, University of London, UK. Her current research focus is situated at the interface between language, identity and material culture where she investigates the relationship between multilingual speakers’ ordinary collections and their identities. Jim Anderson is Visiting Research Fellow in the Department of Educational Studies at Goldsmiths, University of London, UK. His work focuses on theories and methods of second language learning and bilingualism, multilingualism and new literacies, and language policy. Vicky Macleroy is Reader in Education and Head of the Centre for Language, Culture and Learning at Goldsmiths, University of London, UK. Her research interests focus on language development and multilingualism, multiliteracies and digital storytelling, and transformative pedagogy.

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