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Shortlisted for the 2020 BAAL Book Prize This book brings together
empirical studies from around the world to help readers gain a
better understanding of multilinguals, ranging from small children
to elderly people, and their lives. The chapters focus on the
multilingual subjects' identities and the ways in which they are
discursively and/or visually constructed, and are split into
sections looking specifically at the multilingual self, the
multilingual learner and multilingual teacher education. The
studies draw on rich visual data, which is analysed for content
and/or form and often complemented with other types of data, to
investigate how multilinguals make sense of their use and knowledge
of more than one language in their specific context. The topic of
multilingualism is addressed as subjectively experienced and the
book unites the current multilingual, narrative and visual turns in
Applied Language Studies. It will be of interest to students and
researchers working in the areas of language learning and teaching,
teacher education and bi/multilingualism, as well as to those
interested in using visual methods and narratives as a means of
academic research.
Shortlisted for the 2020 BAAL Book Prize This book brings together
empirical studies from around the world to help readers gain a
better understanding of multilinguals, ranging from small children
to elderly people, and their lives. The chapters focus on the
multilingual subjects' identities and the ways in which they are
discursively and/or visually constructed, and are split into
sections looking specifically at the multilingual self, the
multilingual learner and multilingual teacher education. The
studies draw on rich visual data, which is analysed for content
and/or form and often complemented with other types of data, to
investigate how multilinguals make sense of their use and knowledge
of more than one language in their specific context. The topic of
multilingualism is addressed as subjectively experienced and the
book unites the current multilingual, narrative and visual turns in
Applied Language Studies. It will be of interest to students and
researchers working in the areas of language learning and teaching,
teacher education and bi/multilingualism, as well as to those
interested in using visual methods and narratives as a means of
academic research.
This book explores the phenomena of believing (or giving personal
meanings), acting, and identifying (or identity construction), and
the interconnectedness of these phenomena in the learning and
teaching of English and other foreign languages.
A collection of research reports on lived experiences of the
English language focusing on the subjective meanings and emotions
involved in EFL contexts of learning and teaching. The contributors
make use of fresh theoretical frameworks and innovative methods of
data collection and analysis, including verbal and visual
narratives.
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