Titlebook: Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies; Vander Tavares Book 2024 The Editor(s) (if applica

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Intentional

Multimodality and Learning: Desiderata for Designing Social Futures,rning analytics and artificial intelligence for analysing students’ signs of learning and measuring engagement in the learning process. I discuss the desiderata, or things desired, as work still to be done to advance the field and future research directions in relation to the three dimensions of mul

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,“If I said something, they would make me say it again in English”: A raciolinguistic Critique of Mor than the subtractive and hierarchical language ideologies of her elementary schooling. Through analysis of Mariana’s narratives about her schooling experiences at the elementary and secondary levels, this chapter reviews dominant frames surrounding bi/multilingualism in the US context. It conclude

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,Preparing EFL Teachers to Reflect on Students’ Social Identities of Race Through Multiliteracies,achers had positive perceptions regarding participating in the workshop on social identities of race and multiliteracies. This chapter proposes that multiliteracies should be a part of EFL teacher training in order to promote engagement with social justice issues.

潛移默化

,The Limits of (Building) Agency in Language Education: A Plurilingual Student’s Perceptions on Devein multiliteracies through creative, plurilingual, and open portfolio work. The study contributes to understanding how agency and multiliteracies, developed jointly via portfolios, have the potential to ensure linguistic equity in language education at school. At the same time, this case study also

潛移默化

constitutional

Multiliteracies and Picturebooks: A Gender-Based Critical and Aesthetic Engagement with Social Juste of citizenship, understanding of social justice and active engagement with democracy from a gender perspective on three different levels: personal, close relationships, and collective (Aguayo and Lamelas in Regional and Sectoral Economic Studies 12:123–132, 2012). To this end, we carry out a quali

大笑

,Recognising and Building Upon Multilingual Students’ Identities and Knowledges in Mainstream Scienc development of science knowledge, identity, and language of instruction, and to suggest an?approach relevant to the science classroom. By examining?two students’ identity texts,the chapter?illustrates how multilingual students in different situations include identities and everyday experiences in s

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