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Multiliteracies in Action at the Art Museum
Abstract
This paper presents a narrative account of teaching-researching-learning processes in practice, in the context of a language teacher development program at the Louvre Museum in Paris, France. Approaching L2 literacies as the interplay of intersubjective, sensory, and embodied experiences of language users in their situated encounters with symbolic forms at the art museum, the paper explores pedagogical pathways towards multiliteracies through encounters with art at the museum, as teachers walk, talk, learn and design together. It illustrates the implementation of a pedagogy of multiliteracies, as viewers/readers engage deeply with museum texts.