Multiliteracies, Multimodality, and Learning by Design in Second Language Learning and Teacher Education: (Multiliteracies and Second Language Education)

Multiliteracies, Multimodality, and Learning by Design in Second Language Learning and Teacher Education offers valuable insights and practical strategies for addressing the language and literacy needs of students in diverse, multilingual classrooms. This edited volume delves into the dynamic interplay between multimodality, multiliteracies, and Learning by Design (LbyD), providing evidence-based research and actionable guidance for their effective implementation in second language learning and teacher education. Examining the advantages of incorporating multimodality and multiliteracies in second language teacher training, this book emphasizes the use of multimodal texts to create engaging and meaningful lessons for L2 learners. By empowering students as active co-constructors of knowledge, this book equips educators with the necessary tools to foster a vibrant and inclusive learning environment. Designed specifically for pre-service and practicing teachers, this book serves as an indispensable resource for integrating the pedagogy of multiliteracies into both coursework and classroom practices.

Table of Contents:
Introduction Part I. Theoretical aspects Chapter 1. Born-Digital Literature: Applying Multiliteracies and Learning by (Inclusive) Design Principles Chapter 2. Visual and verbal meaning making in photo-stories in Instagram Chapter 3. Navigating in the HL/L2 Language Writing Curriculum: Delicate Balance between Genres and Modes Part II. Learning and Pedagogical Applications Chapter 4. Infographics by Design: Beginning French Learners’ Multimodal Composition and Authorial Agency Chapter 5. Virtual reality street art with L2 learners as multimodal literacy Chapter 6. Joyful Vocabulary Acquisition: Pedagogies for Developing Children’s Literary Vocabulary (and Analysis of Characters in Narratives) Chapter 7. Learning by Design and L2 teacher mediation in multimodal lessons Chapter 8. Developing students’ repertoires of nuanced attitudinal expression through pedagogies of multimodal text interpretation and creation Part III. L2 Teacher Education Chapter 9. Solidarity by Design: Expanding Repertoires of Practice Chapter 10. Responding to Graduate Students’ Needs Through Multiliteracies Professional Development Chapter 11. Effective Literacy Teaching in L2: a Study on Pre-service Teachers’ Reflective Practices Implementing the Pedagogy of Multiliteracies Chapter 12. Introducing German pre-service teachers to the topic of artificial intelligence through multimodal and inclusive learning paths

About the Author :
Agustín Reyes-Torres is an associate professor in the Department of Languages and Literature Education at the Universitat de València, Spain. He has lectured on an extensive range of courses and conducted research fellowships at the University of Virginia, Boston College, Middlebury Language Schools, and Columbia University. His current lines of research focus on the teaching of English and Spanish as additional languages and on teacher education. He is the principal investigator of the research group Lit(T)erart. María Estela Brisk, a native of Argentina, is Professor Emerita of Education, Boston College, USA. She received her PhD in linguistics and education from the University of New Mexico. Her research and teaching interests include writing instruction, genre pedagogy, bilingual education, bilingual language, and literacy acquisition. She is the author of numerous articles and several books. She has received numerous awards, including the American Educational Research Association (AERA), Scholars of Color Distinguished Career, and AERA, Bilingual Research SIG, Lifetime achievement. Manel Lacorte is a professor of applied Spanish linguistics at the University of Maryland, USA. His research explores pedagogical and sociopolitical issues in the teaching of Spanish as L2 and LH, teacher training, and general issues in applied linguistics. His most recent works as co-author and editor are The Routledge Handbook of Multiliteracies for Spanish Language Teaching: multimodalidad e interdisciplinariedad (2024), Didáctica del español como 2/L en el siglo XXI (2021), and Introduction to Current Hispanic Linguistics: Theory and Practice (2017).