Abstract:
Since the early 1990s peace education has increasingly informed the field of teaching English
to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has
found expression in approaches such as peace linguistics, peace sociolinguistics and contentbased
language instruction that incorporate peace-related content into language learning
curricula. In this conceptual article, we aim to contribute towards the transdisciplinary
possibilities generated between peace education and TESOL by reading these possibilities
through the lens of the multiple literacies theory (MLT). We set out to argue that MLT offer a
means to explore the connections between peace education and literacies as entangled with
affective, material and discursive practices.
