Multiliteracies, Multimodality, and Learning by Design in Second Language Learning and Teacher Education

Agustín Reyes-Torres is an associate professor in the Department of Languages and Literature Education at the Universitat de València, Spain. He has lectured on an extensive range of courses and conducted research fellowships at the University of Virginia, Boston College, Middlebury Language Schools, and Columbia University. His current lines of research focus on the teaching of English and Spanish as additional languages and on teacher education. He is the principal investigator of the research group Lit(T)erart. María Estela Brisk, a native of Argentina, is Professor Emerita of Education, Boston College, USA. She received her PhD in linguistics and education from the University of New Mexico. Her research and teaching interests include writing instruction, genre pedagogy, bilingual education, bilingual language, and literacy acquisition. She is the author of numerous articles and several books. She has received numerous awards, including the American Educational Research Association (AERA), Scholars of Color Distinguished Career, and AERA, Bilingual Research SIG, Lifetime achievement.Manel Lacorte is a professor of applied Spanish linguistics at the University of Maryland, USA. His research explores pedagogical and sociopolitical issues in the teaching of Spanish as L2 and LH, teacher training, and general issues in applied linguistics. His most recent works as co-author and editor are The Routledge Handbook of Multiliteracies for Spanish Language Teaching: multimodalidad e interdisciplinariedad (2024), Didáctica del español como 2/L en el siglo XXI (2021), and Introduction to Current Hispanic Linguistics: Theory and Practice (2017).

• IntroductionPart I. Theoretical aspectsChapter 1. Born-Digital Literature: Applying Multiliteracies and Learning by (Inclusive) Design PrinciplesChapter 2. Visual and verbal meaning making in photo-stories in InstagramChapter 3. Navigating in the HL/L2 Language Writing Curriculum: Delicate Balance between Genres and ModesPart II. Learning and Pedagogical ApplicationsChapter 4. Infographics by Design: Beginning French Learners’ Multimodal Composition and Authorial AgencyChapter 5. Virtual reality street art with L2 learners as multimodal literacyChapter 6. Joyful Vocabulary Acquisition: Pedagogies for Developing Children’s Literary Vocabulary (and Analysis of Characters in Narratives)Chapter 7. Learning by Design and L2 teacher mediation in multimodal lessonsChapter 8. Developing students’ repertoires of nuanced attitudinal expression through pedagogies of multimodal text interpretation and creationPart III. L2 Teacher EducationChapter 9. Solidarity by Design: Expanding Repertoires of PracticeChapter 10. Responding to Graduate Students’ Needs Through Multiliteracies Professional DevelopmentChapter 11. Effective Literacy Teaching in L2: a Study on Pre-service Teachers’ Reflective Practices Implementing the Pedagogy of MultiliteraciesChapter 12. Introducing German pre-service teachers to the topic of artificial intelligence through multimodal and inclusive learning paths