Visualising Language Students and Teachers as Multilinguals

Paula Kalaja is Professor Emerita at the University of Jyväskylä, Finland. Her research interests include individual learner differences, visual methods in research and language teacher education. With Sílvia, she co-edited Visualising Multilingual Lives: More Than Words (Multilingual Matters, 2019).Sílvia Melo-Pfeifer is Full Professor at the University of Hamburg, Germany. Her research focuses on visual methods, multilingual pedagogies and language teacher education. She co-edited the volume above and Assessment of Plurilingual Competence and Plurilingual Learners in Educational Settings (with Christian Ollivier, Routledge, 2024).

• ContributorsGary Barkhuizen: Foreword: Multistoried Visualisations and Narrative HolesPaula Kalaja and Sílvia Melo-Pfeifer: Introduction: Being Multilingual and Living Multilingually – Advancing a Social Justice Agenda in Applied Language StudiesPart 1: Reconstructing Histories of Individual MultilingualismChapter 1. Karita Mård-Miettinen and Siv Björklund: 'From YouTube, I Watch Videos and Vlogs and Other Stuff in Different Languages': Immersion Students as Users of Multiple LanguagesChapter 2. Daniel Roy Pearce, Mayo Oyama and Danièle Moore: Just ‘Native’ Assistants? Exploring the Plurilingual Potential of Assistant Language Teachers in Japan through Visual Polyethnography  Chapter 3. Sílvia Melo-Pfeifer: Visual Methods in Language Teacher Education: Uncovering Beliefs about Career Choices Held by Pre-Service TeachersChapter 4. Ana Carolina de Laurentiis Brandão: English Remote Teaching in Drawings: Stories of Teacher Resilience in Brazilian State Schools  Part 2: Describing the Present of Multilingual PedagogiesChapter 5. Heidi Niemelä: Language Ideologies in Primary School Pupils’ Drawings of the Finnish Language  Chapter 6. André Storto: Using Data Visualisations in a Participatory Approach to Multilingualism: 'I Feel What You Don’t Feel'Chapter 7. Vander Tavares: Seeing the Unseen: Representations of Being and Feeling in Plurilingual International Students’ Adjustment Experiences  Chapter 8. So-Yeon Ahn: Interpreting Multilingual Spaces through a Lens: Linguistic Landscape Projects for Cultivating Intercultural CompetenceChapter 9. Ana Sofia Pinho and Maria de Lurdes Gonçalves: Language Teachers’ Professional Identity in Visual Narratives: Depicting Pedagogy for Linguistic and Cultural Diversity through a Social Justice Lens  Chapter 10. Josh Prada: Visualizing Translanguaging Awareness in Language Teacher Education: A Case StudyPart 3: Envisioning the Future of Multilingualism in Language (Teacher) EducationChapter 11. Paula Kalaja and Katja Mäntylä: The Role of Multilingualism and Multiculturalism in English Classes as Envisioned by Student Teachers in Finland  Chapter 12. Mireia Pérez-Peitx: Visualising Interaction in Plurilingual Situations: What Do Future Teachers Think and How Do They Approach This Reality?Chapter 13. Maria Ruohotie-Lyhty, Rodrigo Camargo Aragão and Anne Pitkänen-Huhta: Multilingualism in First-Year Student Teachers’ Visualisations of Their Professional Futures in Finland and BrazilSílvia Melo-Pfeifer and Paula Kalaja: Conclusion: Lessons Learnt and Future Avenues for Arts-Based Approaches in Applied Language Studies for Social Justice Index

Kalaja and Melo-Pfeifer reconstruct multilingual lives and multilingual teachers’ beliefs in ways that are inclusive of diverse experiences and modes of expression. The multi-storied visualization in this book fills the narrative holes and exclusions that have been created by a conception of the linguistic repertoire as purely spoken/written. This book advances not only the study of multilingualism, but also how ways of researching it is a matter of social justice.