Frontmatter -- Contents -- Contributors -- Introduction: Why Liberating Language Education? -- Part 1: Policies, Discourses and Ideologies -- 1 'I Don't Think We Encourage the Use of their Home Language ...': Exploring 'Multilingualism Light' in a London Primary School -- 2 Recognising the Creole Community: Discursive Constructions of Enslavement and the Enslaved in Kreol Textbooks in Mauritius -- 3 Appropriating Portuguese Language Policies in England -- 4 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 -- Commentary for Part 1 -- Part 2: Language-Living: Materialities, Affectivities and Becomings -- 5 Languaging in Language Cafés: Emotion Work, Creating Alternative Worlds and Metalanguaging -- 6 Language Studies as Transcultural Becoming and Participation: Undoing Language Boundaries across the Danube Region -- 7 The Textures of Language: An Autoethnography of a Gloves Collection -- Commentary for Part 2 -- Part 3: Transcultural Journeying and Aesthetics -- 8 Visual Art in Arabic Foreign and Heritage Languageand- Culture Learning: Expanding the Scope for Meaning-Making -- 9 Creating Pedagogical Spaces for Translingual and Transcultural Meaning-Making and Student Agency in a London Greek Complementary School -- 10 Opening Spaces of Learning: A Sociomaterial Investigation of Object-Based Approaches with Migrant Youth in and beyond the Heritage Language Classroom -- 11 Translanguaging Art: Exploring the Transformative Potential of Contemporary Art for Language Teaching in the Multilingual Context -- Commentary for Part 3: Liberating Language Learning through Art: The Imperative of Cultural Justice -- Part 4: Voices, Identities and Citizenship -- 12 How Weird is Weird? Young People, Activist Citizenship and Multivoiced Digital Stories -- 13 'Animating Objects': Co-Creation in Digital Story Making between Planning and Play -- 14 Visual Representations of Multilingualism: Exploring Aesthetic Approaches to Communication in a Fine Art Context -- Commentary for Part 4 -- Conclusion: Language Education Collages -- Index