Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education

References

• Araújo e Sá, M. H., & Melo-Pfeifer, S. (2019). Schüler werden dadurch motiviert, dass sie eigentlich mehr wissen als ihnen bewusst ist“- l’intercompréhension vue par les futurs enseignants de langues en Allemagne. EL.LE, 8(1), 1–14. https://doi.org/10.30687/ELLE/2280-6792/2019/01/004
   Google Scholar
• Aronin, L. (2019). Dominant language constellation as a method of research. In E. Vetter, & U. Jessner (Eds.), International research on multilingualism: Breaking with the monolingual perspective (pp. 13–26). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-21380-0_2
   Google Scholar
• Barone, T., & Eisner, E. (2012). Arts based research. Sage.
   Google Scholar
• Bleichenbacher, L. (. ). (2019). Teacher competences for languages in education: Conclusions of the project. www.ecml.at/guidetoteachercompetences
   Google Scholar
• Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/https://doi.org/10.1017/S0261444803001903
   Google Scholar
• Bradley, J., Moore, E., Simpson, J., & Atkinson, L. (2018). Translanguaging space and creative activity: Theorising collaborative arts-based learning. Language and Intercultural Communication, 18(1), 54–73. https://doi.org/https://doi.org/10.1080/14708477.2017.1401120
   Web of Science ®Google Scholar
• Bräu, K., Georgi, V., Karakaşoğlu, Y., & Rotter, C. (2013). Lehrerinnen und Lehrer mit migrationshintergrund. Waxmann.
   Google Scholar
• Busch, B. (2017). Biographic approaches to research in multilingual settings. Exploring linguistic repertoires. In M. Martin-Jones, & D. Martin (Eds.), Researching multilingualism. Critical and ethnographic perspectives (pp. 46–59). Routledge.
   Google Scholar
• Candelier, M. (. )., Camilleri Grima, A., Castellotti, V., de Pietro, J.-F., Lőrincz, I., Meißner, F.-J., Schröder-Sura, A., Noguerol, A., & Muriel, M. (2011). FREPA - A Framework of Reference for pluralistic approaches to languages and cultures – competences and resources. Council of Europe.
   Google Scholar
• Coffey, S. (2015). Reframing teachers’ language knowledge through metaphor analysis of language portraits. The Modern Language Journal, 99(S3), 500–514. https://doi.org/https://doi.org/10.1111/modl.12235
   Google Scholar
• Coneth, J., Copland, F., & Creese, A. (2014). Multilingual teachers’ resources in three different contexts: Empowering learning. In J. Conteh, & G. Meier (Eds.), The multilingual turn in language education: Opportunities and challenge (pp. 158–178). Multilingual Matters. https://doi.org/https://doi.org/10.21832/9781783092246-013
   Google Scholar
• De Carlo, M., Andrade, A. I., Anquetil, M., Carrasco Perea, E., Gilles, F., Hidalgo, R., Jamet, M. C., Martin, E., Martins, F., Pinho, A. S., Pishva, Y., & Vecchi, S. (2015). Prestation 4.2. Deux référentiels en didactique de l’intercompréhension. www.miriadi.net
   Google Scholar
• D’warte, J., & Sommerville, M. (2014). Language mapping: Researching marginalized students’ everyday language and literacy practices. In S. Gannon, & W. Sawyer (Eds.), Contemporary issues of equity in education (pp. 55–58). Cambridge Scholars Publishing.
   Google Scholar
• Esin, C., & Squire, C. (2013). Visual autobiographies in east London: Narratives of still images, interpersonal exchanges, and intrapersonal dialogues. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 14(2), http://www.qualitative-research.net/index.php/fqs/article/view/1971
   Google Scholar
• Gallego-Balsà, L., & Cots, J. M. (2019). Managing the foreign language classroom translingually: The case of international students learning Catalan in a study abroad situation. International Journal of Multilingualism, 16(4), 425–441. https://doi.org/https://doi.org/10.1080/14790718.2018.1545020
   Web of Science ®Google Scholar
• García, O., & Flores, N. (2012). Multilingual pedagogies. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge Handbook of multilingualism (pp. 232–246). Routledge. https://doi.org/https://doi.org/10.4324/9780203154427.ch13
   Google Scholar
• Georgi, V., Ackermann, L., & Karakas, N. (2011). Vielfalt im lehrerzimmer. Selbstverständnis und schulische integration von lehrenden mit Migrationshintergrund in deutschland. Waxmann.
   Google Scholar
• Gogolin, I. (1994). Der monolinguale habitus der multilingualen schule. Waxmann.
   Google Scholar
• Hélot, C. (2012). Linguistic diversity and education. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge Handbook of multilingualism (pp. 214–231). Routledge.
   Google Scholar
• Herrera, S. G. (2016). Biography-driven culturally responsive teaching. Teachers College Press.
   Google Scholar
• Jewitt, C. (2009). An introduction to multimodality. In C. Jewitt (Ed.), The Routledge Handbook of Multimodal analyses (pp. 14–27). Routledge.
   Google Scholar
• John, P. (1996). Understanding the apprenticeship of observation in initial teacher education: Exploring student teachers’ implicit theories of teaching and learning. In G. Claxton, T. Atkinson, M. Osborn, & M. Wallace (Eds.), Liberating the learner: Lessons for professional development in education (pp. 90–107). Routledge.
   Google Scholar
• Kalaja, P., & Melo-Pfeifer, S. (2019). Visualising multilingual lives: More than words. Multilingual Matters. https://doi.org/10.21832/9781788922616
   Google Scholar
• Karakaşoğlu, Y. (2011). Lehrer, Lehrerinnen und lehramtsstudierende mit migrationshintergrund. Hoffnungsträger der interkulturellen Öffnung von schule. In U. Neumann, & J. Schneider (Eds.), Schule mit migrationshintergrund (pp. 121–135). Waxmann.
   Google Scholar
• Klovert, H. (2018). Lehrer mit Migrationshintergrund Wichtig. Oder überbewertet? Spiegel on-line. https://www.spiegel.de/lebenundlernen/schule/lehrer-mit-migrationshintergrund-berichten-aus-ihrem-alltag-a-1195142.html
   Google Scholar
• Kress, G., & Van Leeuwen, T. (1996). Reading images. The grammar of visual design. Routledge. https://doi.org/10.4324/9781003099857
   Google Scholar
• Leavy, P. (2015). Method meets art. Arts-based research practice. The Guilford Press.
   Google Scholar
• Mavers, D. (2009). Image in the multimodal ensemble. Children’s drawings. In C. Jewitt (Ed.), The Routledge Handbook of Multimodal analyses (pp. 263–271). Routledge.
   Google Scholar
• May, S. (2014). The multilingual turn. Implications for SLA, TESOL and bilingual education. Routledge.
   Google Scholar
• Melo-Pfeifer, S. (2011). Understanding dominant language constellations through analysis of visual linguistic autobiographies by foreign language student-teachers in Germany. In L. Aronin & E. Vetter (Eds.), Dominant language constellations approach in education and language acquisition (pp. 203–224). Springer.
   Google Scholar
• Melo-Pfeifer, S. (2016). Images de futurs professeurs de français face à la langue et à son enseignement: une étude de cas auprès d’enseignants allophones en Allemagne. Le Langage et l’Homme, Revue de Didactique du Français, 2016/2 (33-49).
   Google Scholar
• Melo-Pfeifer, S. (2018). The multilingual turn in language education: Facts and fallacies. In A. Bonnet, & P. Siemund (Eds.), Foreign language education in multilingual classrooms (pp. 191–212). John Benjamins. https://doi.org/10.1075/hsld.7.09mel
   Google Scholar
• Melo-Pfeifer, S., & Chik, A. (2020). Multimodal linguistic biographies of prospective foreign language teachers in Germany: Reconstructing beliefs about languages and multilingual language learning in initial teacher education. International Journal of Multilingualism. https://doi.org/https://doi.org/10.1080/14790718.2020.1753748
   Web of Science ®Google Scholar
• Melo-Pfeifer, S., & Kalaja, P. (2019). Conclusion: Lessons learnt with and through visual narratives of multilingualism as lived, and a research agenda. In P. Kalaja, & S. Melo-Pfeifer (Eds.), Visualising multilingual lives. More than words (pp. 275–284). Multilingual Matters.
   Google Scholar
• Melo-Pfeifer, S., & Schröder-Sura, A. (2018). Les tâches de médiation dans les manuels de Français Langue Étrangère en Allemagne. Les Cahiers de l’ACEDLE, 15-3. https://journals.openedition.org/rdlc/pdf/3589
   Google Scholar
• Merriam, S., & Tisdell, E. (2016). Qualitative research. A guide to design and implementation. Jossey-Bass.
   Google Scholar
• Mitchell, C. (2017). Visual methodologies. In R. Coe, M. Waring, L. Hedges, & J. Arthur (Eds.), Research methods & methodologies in education (pp. 92–99). Sage.
   Google Scholar
• Moore, E., Bradley, J., & Simpson, J. (2020). Translanguaging as transformation. The collaborative construction of new linguistic realities. Multilingual Matters.
   Google Scholar
• Piller, I. (2016). Linguistic diversity and social justice. An Introduction to applied sociolinguistics. Oxford University Press.
   Google Scholar
• Pinho, A. S. (2019). Plurilingual education and the identity development of pre-service English language teachers: An illustrative example. In P. Kalaja, & S. Melo-Pfeifer (Eds.), Visualising multilingual lives – more than words (pp. 214–231). Multilingual Matters. https://doi.org/https://doi.org/10.21832/9781788922616-016
   Google Scholar
• Prasad, G. (2015). Beyond the mirror towards a plurilingual prism: Exploring the creation of plurilingual “identity texts” in English and French classrooms in toronto and montpellier. Intercultural Education, 26(6), 497–514. https://doi.org/https://doi.org/10.1080/14675986.2015.1109775
   Web of Science ®Google Scholar
• Rose, G. (2016). Visual methodologies. An Introduction to Researching with visual materials (4th edition). Sage.
   Google Scholar
• Tabaro Soares, C., Duarte, J., & Günther-van der Meij, M. (2020). Red is the colour of the heart’: Making young children’s multilingualism visible through language portraits. Language and Education, 35(1), 22–41. https://doi.org/https://doi.org/10.1080/09500782.2020.1833911
   Web of Science ®Google Scholar
• Vetter, E. (2013). Professionalisierung für sprachliche Vielfalt [Becoming a professional to deal with linguistic diversity]. Schneider Verlag.
   Google Scholar
• Vlad, M. (2014). Travailler la réflexivité enseignante par le biais de la didactisation des ‘approches plurielles’. In M. Causa, S. Galligani, & M. Vlad (Eds.), Formation et pratiques enseignantes en contextes pluriels (pp. 377–385). Riveneuve Éditions.
   Google Scholar