Language Biographies as a Multimodal Pedagogical Tool in Additional Language Teaching and Learning

Abstract

This article argues that multimodal language biographies are an effective tool for learning additional languages, especially where Arabic is the first language and English the target language. By examining how Arabic-speaking students position themselves in multilingual environments, the study shows how language biographies illuminate learners’ attitudes toward acquiring English. Based on data from 12 adult Arabic-speaking learners of English in South Africa, the findings reveal how students construct their linguistic identities and negotiate the relationship between Arabic and English. The results support the claim that multimodal language biographies function as valuable pedagogical and assessment tools for both teachers and students. As a phenomenological approach, they help participants interpret their linguistic life worlds and articulate their positioning within diverse multimodal contexts. The study highlights the importance of valuing students’ full linguistic repertoires-Arabic, English, and dialectal varieties- as instructional resources. It recommends using language biographies for student self-assessment and for teacher assessment practices that extend beyond verbal interaction in bilingual learning spaces.