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 groundbreaking 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.