Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners.

Vander Tavares is an Associate Professor in education at Inland Norway University of Applied Sciences, Norway, and holds a PhD in linguistics and applied linguistics from York University, Canada. His research interests include language teacher identity development, critical second language education, internationalization of higher education, and identity in multilingual/multicultural contexts.

Social Justice in L2 Education Through Pedagogies of Multiliteracies

Part 1. Exploring Agency and Identity Development in Student-Led Projects

Chapter 1: Photovoice: A Multiliteracies Approach to Facilitate Identity Reflection and Self-Advocacy for Multilingual Students with Communication Disorders

Chapter 2: Multiliteracies and Student-led Materials Design: The struggle for Learner Engagement and Agency in the EFL Classroom

Part 2. Multiliteracies Pedagogies for Inclusion in Diverse Communities

Chapter 3: Multiliteracies for Social Inclusion and Plurilingual Identity Construction: Re-positioning the Self in a Superdiverse Language Learning Environment

Chapter 4: Drawing on Cope and Kalantzis' Transpositional Grammar to Explore L2 Identities Through Multiliteracies

Part 3. Critical Literacies Development through Linguistic Landscapes

Chapter 5: Reading Japanese Linguistic Landscapes for Critical Multiliteracies: Nurturing Agency and Criticality for Social Justice

Chapter 6: L2 Learners Engaging with Linguistic Landscapes in the Classroom: Developing Criticality and Inspiring Agency

Part 4. Multiliteracies for Social Justice in Teacher Education Contexts

Chapter 7: Building Deaf Agency Through the Teaching and Learning of 'English Grammar Games'

Chapter 8: Coming-of-age Graphic Novels in L2 Education: Reflecting on Social Justice from a Feminist Perspective

Part 5. Practitioner Reflections on Students' and Teachers' Critical Literacies Development

Chapter 9: Becoming Critically Literate About the Other(ed): Proposing Disruptions and Innovations to a Portuguese as a Foreign Language Course

Chapter 10: Critical Literacy for Korean Language Learning and Teaching: Exploring and Expanding its Possibilities