ABSTRACT
What happens in education systems that don’t take linguistic and cultural difference among their students into account? And what could happen, if they did? This is a research question of common interest to Gunther Kress’ tremendous œuvre as well as to my own work (Kress, 1989). The ground-breaking perspectives of multimodality and multiliteracies were introduced to my theoretical thinking and empirical approaches by Gunther Kress—a decade ago (Kress, 2000b, 2000c). I took them up from an educational research point of view. An illustration of this adaptation is the aim of my contribution to this book.
