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.

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.

• Figures and TablesContributorsAcknowledgementsSteph Ainsworth, Dominic Griffiths, Gee Macrory and Kate Pahl: Introduction: Origins, Scope and Rationale of the BookPart 1: Multilingual Approaches Vally Lytra: Introduction to Part 1: Appraising the ‘Multilingual Turn’ in Applied Linguistics and SociolinguisticsChapter 1. Sophie Liggins: Heritage Language Speakers’ Responses to Plurilingual Pedagogies in a Secondary School ContextChapter 2. Yesha Devi Mahadeo-Doorgakant: The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Educational SystemChapter 3. Pryanki Ghosh: ‘What’s in a Name?’ An Exploratory Study on International Students’ Names within International University Theatre Society ContextsChapter 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 LawPart 2: Multimodal Approaches Jennifer Rowsell: Introduction to Part 2: Situating Multimodality in the Landscape of Language ResearchChapter 5. Kelli Zezulka: Applying Linguistics to the Theatre Production ProcessChapter 6. Ornaith Rodgers: ‘A Special Closeness’, ‘des moments de tendresse indescriptibles’: A Multimodal Critique of Infant Feeding Health Promotional Discourse in Ireland and FranceChapter 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 SwedenChapter 8. Jessica Bradley and Louise Atkinson: Conversation through ArtPart 3: Integrating Multimodal and Multilingual Approaches Gabriele Budach: Introduction to Part 3: Multilingualism and Multimodality: A CommentChapter 9. Kate Pahl: Meaning Matters: Multimodality, (New) Materialism and Co-production with Young People in Applied LinguisticsChapter 10. Ulrike Zeshan, Sibaji Panda, Uta Papen and Julia Gillen: Peer to Peer Multiliteracies: A New Concept of AccessibilityKhawla Badwan: Concluding Thoughts: Labouring Together towards Generous Cuts in Language and Literacy Education Index

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.

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.

• Figures and TablesContributorsAcknowledgementsSteph Ainsworth, Dominic Griffiths, Gee Macrory and Kate Pahl: Introduction: Origins, Scope and Rationale of the BookPart 1: Multilingual Approaches Vally Lytra: Introduction to Part 1: Appraising the ‘Multilingual Turn’ in Applied Linguistics and SociolinguisticsChapter 1. Sophie Liggins: Heritage Language Speakers’ Responses to Plurilingual Pedagogies in a Secondary School ContextChapter 2. Yesha Devi Mahadeo-Doorgakant: The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Educational SystemChapter 3. Pryanki Ghosh: ‘What’s in a Name?’ An Exploratory Study on International Students’ Names within International University Theatre Society ContextsChapter 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 LawPart 2: Multimodal Approaches Jennifer Rowsell: Introduction to Part 2: Situating Multimodality in the Landscape of Language ResearchChapter 5. Kelli Zezulka: Applying Linguistics to the Theatre Production ProcessChapter 6. Ornaith Rodgers: ‘A Special Closeness’, ‘des moments de tendresse indescriptibles’: A Multimodal Critique of Infant Feeding Health Promotional Discourse in Ireland and FranceChapter 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 SwedenChapter 8. Jessica Bradley and Louise Atkinson: Conversation through ArtPart 3: Integrating Multimodal and Multilingual Approaches Gabriele Budach: Introduction to Part 3: Multilingualism and Multimodality: A CommentChapter 9. Kate Pahl: Meaning Matters: Multimodality, (New) Materialism and Co-production with Young People in Applied LinguisticsChapter 10. Ulrike Zeshan, Sibaji Panda, Uta Papen and Julia Gillen: Peer to Peer Multiliteracies: A New Concept of AccessibilityKhawla Badwan: Concluding Thoughts: Labouring Together towards Generous Cuts in Language and Literacy Education Index