Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies

.- Chapter 1: Introduction.

.- Chapter 2: Multimodality and learning: Desiderata for designing social futures.

.- Chapter 3: Interweaving Freirean perspectives with a pedagogy of multiliteracies: Convergencies, divergencies and implications for L2 education.

.- Chapter 4: Rethinking assessment in foreign language teaching: Fostering semiotic agency through multiliteracies approaches.

.- Chapter 5: If I said something, they would make me say it again in English: A raciolinguistic critique of monoglossic language education.

.- Chapter 6: Preparing EFL teachers to reflect on students’ social identities of race through multiliteracies.

.- Chapter 7: The limits of (building) agency in language education: A plurilingual student’s perceptions on developing multiliteracies and agency through student-designed portfolios.

.- Chapter8: Unpacking EFL learners’ agency at the intersection of global citizenship and marginalization of local identities through a multiliteracies approach.

.- Chapter 9: Multiliteracies and Picture books: A gender-based critical and aesthetic engagement with social justice through a nonfictional heroine.

.- Chapter 10: Recognizing and building upon multilingual students’ identities and knowledges in mainstream science classrooms.

.- Chapter 11: Empowering upper elementary multilingual learners in science using infographics.

.- Chapter 12: Supporting multilingual students' agency and identities through equity-oriented, critical consciousness, and community-focused multiliteracies.

.- Chapter 13: Ukrainian refugees learning Icelandic through drama plays: A multiliteracies perspective.