Multiliteracies in international educational contexts: Towards education justice. Zapata, G. C., Kalantzis, M. and Cope, B. (Eds.) (2024). Routledge, London, 212 pages, ISBN: 978-1-003-34966-2

Rongle Tan

doi:10.30827/portalin.vi43.30570

Multiliteracies in international educational contexts: Towards education justice. Zapata, G. C., Kalantzis, M. and Cope, B. (Eds.) (2024). Routledge, London, 212 pages, ISBN: 978-1-003-34966-2

Authors

Rongle Tan Macquarie University, Australia https://orcid.org/0000-0001-5460-0130

DOI:

https://doi.org/10.30827/portalin.vi43.30570

Keywords:

multiliteracies, learning by design, educational justice

Abstract

Recent research on foreign language (FL) teaching has emphasized the need for pedagogies that provide equal opportunities and prepare students for the digitalised societal landscape. This volume, rich with global examples of how multiliteracies are taught with diverse digital tools to attain educational equity, is a highly relevant and timely resource for language teaching professionals.

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Author Biography

Rongle Tan, Macquarie University, Australia

PhD candidate in the School of Education at Macquarie University, Australia. His research interests include social semiotics, critical and multimodal discourse analysis, multiliteracies, and early childhood education.

References

Van Leeuwen, T. (2017). Multimodal literacy. Metaphor(4), 17-23.

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Published

2025-01-28

How to Cite

Tan, R. (2025). Multiliteracies in international educational contexts: Towards education justice. Zapata, G. C., Kalantzis, M. and Cope, B. (Eds.) (2024). Routledge, London, 212 pages, ISBN: 978-1-003-34966-2. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (43), 335–336. https://doi.org/10.30827/portalin.vi43.30570

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Issue

No. 43 (2025): January

Section

Book review

License

This work is licensed under a Creative Commons Attribution 4.0 International License.