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.

• ContributorsVally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Introduction: Why Liberating Language Education? Part 1: Policies, Discourses and IdeologiesChapter 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 EnglandChapter 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 ConstructionAna Souza: Commentary for Part 1Part 2: Language-Living: Materialities, Affectivities and BecomingsChapter 5. Nuria Polo-Pérez and Prue Holmes: Languaging in Language Cafés: Emotion Work, Creating Alternative Worlds and MetalanguagingChapter 6. Eszter Tarsoly and Jelena Ćalić: Language Studies as Transcultural Becoming and Participation: Undoing Language Boundaries across the Danube RegionChapter 7. Cristina Ros i Solé: The Textures of Language: An Autoethnography of a Gloves CollectionSimon Coffey: Commentary for Part 2Part 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-MakingChapter 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 ClassroomChapter 11. Dobrochna Futro: Translanguaging Art: Exploring the Transformative Potential of Contemporary Art for Language Teaching in the Multilingual Context.Alison Phipps: Commentary for Part 3Part 4: Voices, Identities and CitizenshipChapter 12. Yu-chiao Chung and Vicky Macleroy: How Weird is Weird? Young People, Activist Citizenship and Multivoiced Digital StoriesChapter 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 ContextKate Pahl: Commentary for Part 4Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Conclusion: Language Education CollagesIndex

The editors and contributors to this book liberate language and language education by placing them in a 'caravan' of unpredictable actions that are locally situated. This book masterfully centers the aesthetic ways in which people and learners liberate language by bringing art, digital storytelling, drama improvisation, poetry, song, and music into the center of meaning-making.

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.

• ContributorsVally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Introduction: Why Liberating Language Education? Part 1: Policies, Discourses and IdeologiesChapter 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 EnglandChapter 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 ConstructionAna Souza: Commentary for Part 1Part 2: Language-Living: Materialities, Affectivities and BecomingsChapter 5. Nuria Polo-Pérez and Prue Holmes: Languaging in Language Cafés: Emotion Work, Creating Alternative Worlds and MetalanguagingChapter 6. Eszter Tarsoly and Jelena Ćalić: Language Studies as Transcultural Becoming and Participation: Undoing Language Boundaries across the Danube RegionChapter 7. Cristina Ros i Solé: The Textures of Language: An Autoethnography of a Gloves CollectionSimon Coffey: Commentary for Part 2Part 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-MakingChapter 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 ClassroomChapter 11. Dobrochna Futro: Translanguaging Art: Exploring the Transformative Potential of Contemporary Art for Language Teaching in the Multilingual Context.Alison Phipps: Commentary for Part 3Part 4: Voices, Identities and CitizenshipChapter 12. Yu-chiao Chung and Vicky Macleroy: How Weird is Weird? Young People, Activist Citizenship and Multivoiced Digital StoriesChapter 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 ContextKate Pahl: Commentary for Part 4Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Conclusion: Language Education CollagesIndex

The editors and contributors to this book liberate language and language education by placing them in a 'caravan' of unpredictable actions that are locally situated. This book masterfully centers the aesthetic ways in which people and learners liberate language by bringing art, digital storytelling, drama improvisation, poetry, song, and music into the center of meaning-making.

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.

• ContributorsVally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Introduction: Why Liberating Language Education? Part 1: Policies, Discourses and IdeologiesChapter 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 EnglandChapter 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 ConstructionAna Souza: Commentary for Part 1Part 2: Language-Living: Materialities, Affectivities and BecomingsChapter 5. Nuria Polo-Pérez and Prue Holmes: Languaging in Language Cafés: Emotion Work, Creating Alternative Worlds and MetalanguagingChapter 6. Eszter Tarsoly and Jelena Ćalić: Language Studies as Transcultural Becoming and Participation: Undoing Language Boundaries across the Danube RegionChapter 7. Cristina Ros i Solé: The Textures of Language: An Autoethnography of a Gloves CollectionSimon Coffey: Commentary for Part 2Part 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-MakingChapter 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 ClassroomChapter 11. Dobrochna Futro: Translanguaging Art: Exploring the Transformative Potential of Contemporary Art for Language Teaching in the Multilingual Context.Alison Phipps: Commentary for Part 3Part 4: Voices, Identities and CitizenshipChapter 12. Yu-chiao Chung and Vicky Macleroy: How Weird is Weird? Young People, Activist Citizenship and Multivoiced Digital StoriesChapter 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 ContextKate Pahl: Commentary for Part 4Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Conclusion: Language Education CollagesIndex

The editors and contributors to this book liberate language and language education by placing them in a 'caravan' of unpredictable actions that are locally situated. This book masterfully centers the aesthetic ways in which people and learners liberate language by bringing art, digital storytelling, drama improvisation, poetry, song, and music into the center of meaning-making.