How Does it Look and Feel to be Plurilingual?
This presentation draws on a multi-site study examining the changing multilingual context of schools today while exploring how teaching and learning could be re-imagined through the prism of children’s plurilingualism. Through five collaborative school-university partnerships in Canada and France, students documented their daily plurilingual and multicultural experiences: they took digital photos of their literacy practices at school and at home and classified them by theme to analyze the linguistic landscape around them and to reflect collaboratively on language policies that manage different spaces. Based on creative reflexive techniques such as drawing, creative writing and collage, students represented their plurilingualism by producing individual and collaborative "identity texts" (Cummins & Early, 2011). Drawing on theories of language representation and plurilingualism, I engaged with students in micro and macro analyses of their creative visual and multimodal representations of their plurilingualism. classrooms that support all students’ plurilingual development and literacy expertise. This presentation will elaborate on the affordances and challenges of working with children as co-investigators, as well as the creative potentialities for visual and multimodal methods to help us re-imagine applied linguistics research in the 21st century.