Author Description

Introduction: why liberating language education? / Vally Lytra, Cristina Ros i Solé, Jim Anderson, Vicky Macleroy -- Section I: Policies, discourses, and ideologies -- "I don't think we encourage the use of their home language...": exploring 'multilingualism light' in a London primary school / Thomas Quehl -- Discursive constructions of enslavement and the enslaved in Kreol textbooks in Mauritius / Ambarin Mooznah Auleear Owodally -- Appropriating Portuguese language policies in England / Cátia Verguete -- Making sense of the internal diversities of Greek schools abroad: exploring the purposeful use of translation as communicative resource for language learning and identity construction / Vally Lytra -- Commentary for Section I / Ana Souza -- Section II: Language-living: materialities, affectivities and becomings -- Languaging in language cafés: emotion work, creating alternative worlds, and metalanguaging / Nuria Polo-Pérez and Prue Holmes -- Language studies as transcultural becoming and participation: undoing language boundaries across the Danube region / Eszter Tarsoly and Jelena Ćalić -- The textures of language: an auto-ethnography of a gloves collection / Cristina Ros i Solé -- Commentary for Section II / Simon Coffey -- Section III: Transcultural journeying and aesthetics -- Visual art in Arabic foreign and heritage language-and-culture learning: expanding the scope for meaning-making / Jim Anderson -- Creating spaces for translingual and transcultural meaning-making in a London Greek complementary school / Maria Charalambous -- Unpacking entanglements in practice: language learning in technology-rich learning environments / Koula Charitonos -- Translanguaging art: exploring the transformative potential of contemporary art for language teaching in the multilingual context / Dobrochna Futro -- Commentary for Section III / Alison Phipps -- Section IV: Voices, identities, and citizenship -- How weird is weird?: young people, activist citizenship and