ABSTRACT
Through the medium of the dominant language constellation, this chapter explores multi- and translingual practices in the English course of a pre-service teacher education master’s programme in Norway. Multilingualism is not a new or rare phenomenon. However, the apparent acceptance of multilingualism foregrounds the multi, at the expense of a deeper understanding of the qualitative and “translingual” aspects of the phenomenon. This chapter is based on a study that employs creative visual/multimodal methods, the DLC artefact, to explore pre-service teachers’ multilingual representations and evolving language ideologies. The results point to the crucial role of teacher education in operationalising references to multilingualism in national curricula. Teachers’ reflections indicate an increased awareness of their own multilingualism, a positive attitude towards multilingualism and their encounter with the multilingual phenomenon in education for the first time. Visualising their language repertoires allows teachers to engage at both multi and trans perspectives in education
