Multilingualism and Multimodality

Current Challenges for Educational Studies

  • Ingrid de Saint-Georges
  • Jean-Jacques Weber

Part of the The Future of Education Research book series (FUTU)

Table of contents

  1. Front Matter
    Pages i-x
  2. Multilingualism

    1. Front Matter
      Pages 9-9
    2. Jan Blommaert, Ad Backus
      Pages 11-32
    3. Luisa Martín Rojo
      Pages 33-58
    4. Adrian Blackledge, Angela Creese, Jaspreet Kaur Takhi
      Pages 59-80
    5. Ruth Wodak
      Pages 81-99
    6. Jean-Jacques Weber, Kristine Horner
      Pages 101-116
  3. Multimodality

    1. Front Matter
      Pages 117-117
    2. Gunther Kress
      Pages 119-140
    3. Laurent Filliettaz, Stefano Losa, Barbara Duc
      Pages 153-181
    4. Ron Scollon
      Pages 183-198
  4. Back Matter
    Pages 199-201

About this book


In the social sciences and humanities, researchers often qualify the period in which we are living as ‘late-modern’, ‘post-modern’ or ‘superdiverse’. These terms seek to capture changing conditions and priorities brought about by a new social order. This social order is characterized, among other traits, by an increased visibility of social, cultural and linguistic diversity, arising out of unprecedented migration and mobility patterns. It is also associated with the development of information and communication technologies, which in the digital era transform communication patterns, identities, relationships and possibilities for action. For education, these late-modern conditions create numerous interesting challenges, given that they are of course reflected in the classroom and other sites of learning. Conditions of ‘superdiversity’ mean that, in educational institutions, varied practices, linguistic repertoires, and symbolic resources come into contact, posing questions about how institutions and actors choose to deal with this diversity. Likewise, digital technologies with their possibilities for assembling and using multimodal texts in new ways transform the learning experience, redefining what counts as teaching, learning, knowledge, or assessment. By providing careful analyses of policies and interactions in superdiverse, technologically complex, educational contexts, the authors of this volume contribute something important: they give a shape – a semiotic form – to some of the issues raised by transnational migration, sociocultural diversity, and digital complexity. They construct a framework for reflecting about the new social order and its impact on education. They also reveal the kinds of new questions and new terrains that can and must be explored by linguistic research if it wants to stay relevant for education in these times of change.


diversity migration multimodality technology multilingualism

Editors and affiliations

  • Ingrid de Saint-Georges
    • 1
  • Jean-Jacques Weber
    • 2
  1. 1.University of LuxembourgLuxembourg
  2. 2.University of LuxembourgLuxembourg

Bibliographic information