Language Teacher Identity Development and Multiliteracies Education

In a world with a multitude of demands, language teachers may benefit from reflecting on the diverse understanding of the linguistic, communicative, discursive, and social demands of multiliteracies education. This reflection could help them develop their teacher identity and professional practice. In this contribution, we aim to explore the extent to which multiliteracies education and language teacher identity development have areas of common ground or overlap. We would like to suggest that this approach could be seen as having a critical dimension, with a call for the integration of social justice education principles. This would require language teachers to consider positioning themselves within this field. Having analyzed the nature of language teacher identity development, we will present a few examples of language teacher education research that uses a multiliteracies perspective and may provide identity development for language teachers. We will discuss the importance of identity reflection and the sustainability of interventions in teacher education, and conclude with a discussion of potential avenues for further theoretical and empirical research.