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Author:   Steph Ainsworth ,  Dominic Griffiths ,  Gee Macrory ,  Kate Pahl
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 1.40cm , Length: 23.40cm
Weight:   0.370kg
ISBN:  

9781800413375

ISBN 10:   1800413378
Pages:   264
Publication Date:   01 March 2023
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Figures and Tables Contributors Acknowledgements Steph Ainsworth, Dominic Griffiths, Gee Macrory and Kate Pahl: Introduction: Origins, Scope and Rationale of the Book Part 1: Multilingual Approaches Vally Lytra: Introduction to Part 1: Appraising the ‘Multilingual Turn’ in Applied Linguistics and Sociolinguistics Chapter 1. Sophie Liggins: Heritage Language Speakers’ Responses to Plurilingual Pedagogies in a Secondary School Context Chapter 2. Yesha Devi Mahadeo-Doorgakant: The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Educational System Chapter 3. Pryanki Ghosh: ‘What’s in a Name?’ An Exploratory Study on International Students’ Names within International University Theatre Society Contexts Chapter 4. Marie Jacobs: ‘So You Need to Be Able to Tell It Well’: On Footing and Genre in Lawyer–Client Consultations in the Field of Asylum Law Part 2: Multimodal Approaches Jennifer Rowsell: Introduction to Part 2: Situating Multimodality in the Landscape of Language Research Chapter 5. Kelli Zezulka: Applying Linguistics to the Theatre Production Process Chapter 6. Ornaith Rodgers: ‘A Special Closeness’, ‘des moments de tendresse indescriptibles’: A Multimodal Critique of Infant Feeding Health Promotional Discourse in Ireland and France Chapter 7. Christina Hedman, Ewa Jacquet, Eva Nilsson and Katarina Rejman: Expressing Reading Engagement within Drama-Based Literary Work: Perspectives from Three Students in a Linguistically Diverse Classroom in Sweden Chapter 8. Jessica Bradley and Louise Atkinson: Conversation through Art Part 3: Integrating Multimodal and Multilingual Approaches Gabriele Budach: Introduction to Part 3: Multilingualism and Multimodality: A Comment Chapter 9. Kate Pahl: Meaning Matters: Multimodality, (New) Materialism and Co-production with Young People in Applied Linguistics Chapter 10. Ulrike Zeshan, Sibaji Panda, Uta Papen and Julia Gillen: Peer to Peer Multiliteracies: A New Concept of Accessibility Khawla Badwan: Concluding Thoughts: Labouring Together towards Generous Cuts in Language and Literacy Education  Index

Reviews

The editors of this book have brought together cutting-edge scholarship which integrates multimodal and multilingual approaches to social and linguistic research. The range and scope of subject matter, and the depth of analysis, make this an unmissable resource for anyone interested in communication in contemporary life. * Angela Creese, University of Stirling, UK *

The editors of this book have brought together cutting-edge scholarship which integrates multimodal and multilingual approaches to social and linguistic research. The range and scope of subject matter, and the depth of analysis, make this an unmissable resource for anyone interested in communication in contemporary life. * Angela Creese, University of Stirling, UK * This is a volume of impressive scope bringing together a selection of cutting-edge research. In their insightful approach, the editors recognize the value of semiotic resources which include and extend beyond language, and put social transformation front and centre. Applied Linguistics is enriched by this vibrant collection that explores the horizons of the field. * James Simpson, Hong Kong University of Science & Technology *

Author Information

Steph Ainsworth is a Senior Lecturer in Primary Education at Manchester Metropolitan University, UK. Her research interests include language development and literacy acquisition with a particular interest in phonological development and metalinguistic knowledge. Dominic Griffiths is a former Senior Lecturer in Inclusive Education and Special Educational Needs (SEN) at Manchester Metropolitan University, UK and is currently a Visiting Research Fellow in the Faculty of Health and Education there. His research interests focus around developing teacher competence and confidence in inclusive pedagogy, and in using linguistic ethnography to explore discourses in inclusive education and SEN. Gee Macrory is a former Principal Lecturer at Manchester Metropolitan University, UK and is currently a Visiting Research Fellow. She has worked in language education for over 40 years and has research interests in language learning, language teacher education, early language acquisition and bilingualism. Kate Pahl is Professor of Arts and Literacy at Manchester Metropolitan University, UK. Her interest is in literacy, multilingualism, multimodality and arts practice. She has written extensively in the field of literacy, co-production, language-based ethnographies, multimodality and arts practice.

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