Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second language instructional contexts, with a focus on inclusive practices and social justice. This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research. This book will be a key resource for language educators, researchers and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching.

Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second language instructional contexts, with a focus on inclusive practices and social justice. This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research. This book will be a key resource for language educators, researchers and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching.

* Focuses exclusively on Learning by Design and all the theoretical and pedagogical aspects pertaining to it * Provides an in-depth picture of the significance of this pedagogy for L2 learning through the establishment of connections between L2 students' needs and the principles and tenets of the framework. * Bridges theory and practice and incorporates tools and instructional resources that can be used at different levels of instruction (i.e., elementary, high school, and university L2 classes).

* Focuses exclusively on Learning by Design and all the theoretical and pedagogical aspects pertaining to it * Provides an in-depth picture of the significance of this pedagogy for L2 learning through the establishment of connections between L2 students' needs and the principles and tenets of the framework. * Bridges theory and practice and incorporates tools and instructional resources that can be used at different levels of instruction (i.e., elementary, high school, and university L2 classes).

This book is the first volume to be devoted to the examination of the application of the multiliteracies pedagogical framework to the teaching of Spanish to heritage language learners in higher education institutions in the United States. The Hispanic population is a growing minority, and the presence of heritage speakers can be observed in second language Spanish classes in all levels of education, which presents unique challenges for practitioners. This collection focuses on differing populations of learners in educational settings in a variety of geographical areas, such as Arizona, California, Maryland, Massachusetts, Ohio, Tennessee, and Texas. The studies included in the volume offer invaluable data and methodological insights into the instructional advantages of multiliteracies pedagogies in heritage language classrooms, and they will appeal to Spanish practitioners and researchers, as well as those interested in the education and practice of heritage languages.