Children and adolescents are inherently engaged in their experiences. As a part of growing and developing, learning is continuous as students interact with others in their communities and schools. For emerging bilingual students, these interactions also include the learning of new language and culture. Using approaches in the classroom that support critical dialogues not only helps emerging bilinguals to become more fluent in languages and cultures but also provides them with a lens to reflect on their lived experience in ways that can foster civic engagement and deeper integration into their lived communities.

As a critical and participatory pedagogy, photovoice provides such a platform for bilingual children and adolescents to study their contexts and critically analyze their lived realities. Cogenerating a multicultural pedagogical experience with all students, teachers can use photovoice as a tool to build collective knowledge as well as address content and language objectives needed to support emerging bilinguals. This chapter begins with an overview of photovoice as a participatory research methodology with a strong focus on its ability to address issues of environmental and social justice/injustice. The bulk of the chapter is dedicated to presenting a series of stages for developing a meaningful photovoice project in any classroom. Challenges and ethical considerations when designing a photovoice project are addressed throughout this section.