Abstract
ABSTRACT This article reviews possibilities of raising learners' language and culture awareness or that of multilingualism as subjectively experienced, based on a review of two collections of studies that have made use of arts-based methodologies. This kind of data makes it possible to recollect past experiences, envision future events and reflect on aspects of becoming or being multilingual subjects, including identity (re)construction and beliefs about languages and their use. We argue that the tasks in the studies can be applied to different groups of learners in FL education, offering space for reflection and enhancing agency in specific contexts of multilingualism.
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