Fostering Pre-Service Teachers' Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies

Autor/inn/en	Deroo, Matthew R.; Ponzio, Christina M.
Titel	Fostering Pre-Service Teachers' Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 2, S.181-197 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deroo, Matthew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1863153
Schlagwörter	Multilingualism; Metalinguistics; Preservice Teachers; Teacher Education Programs; Access to Education; Writing (Composition); Self Concept; Power Structure; Second Language Learning; Student Attitudes; Language Attitudes; Race; Language Variation; Dialects; Language Usage; Teacher Role; Teacher Student Relationship; Language Proficiency; Pedagogical Content Knowledge; Teaching Methods; Native Language; Case Studies; Course Content; Kindergarten; Elementary Secondary Education; Colonialism; Educational Opportunities; English (Second Language); Reflection + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Metalanguage; Metasprache; Education; Access; Bildung; Zugang; Bildungszugang; Schreibübung; Selbstkonzept; Zweitsprachenerwerb; Schülerverhalten; Sprachverhalten; Rasse; Abstammung; Sprachenvielfalt; Dialect; Dialekt; Sprachgebrauch; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Language skills; Sprachkompetenz; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Kursprogramm; Kolonialismus; Bildungsangebot; Bildungschance; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs' multimodal compositions, reflective writing about their coursework, and retrospective interviews, participants shared how these compositions informed their working understandings of CMLA in relation to monoglossic and raciolinguistic language ideologies. Findings from our study suggest that through multimodal composition, PSTs demonstrated varied levels of awareness that one's language practices determine whether they experience acceptance, belonging, and access to education; some PSTs also acknowledged that teachers serve as adjudicators of language, who may reinforce or reject hegemonic language ideologies. This study reinforces the efficacy of integrating opportunities for PSTs to represent their learning through multimodal composition to foster their CMLA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01