Integrating a Critical Multiliteracies Approach in Bilingual Preservice Teachers' Field Experiences

• In Event: 41.042 - Bilingual Co-Teaching Model: Art Gallery Lessons as an Exploration of a Collaborative Interdisciplinary Pedagogical Approach

Abstract

This study examines how bilingual pre-service teachers interact with varied modes of texts (New London Group, 1996) to plan, design, and co-teach bilingual gallery art lessons as part of their field experience in a literacy methods course. Pre-service teachers’ training includes written, descriptive videotapes of the program and artwork, and modeling of gallery lessons. When enacting the gallery lessons, they take on different roles as co-teachers, cinematographers, and evaluators. Authoring these different types of texts allows for critical thinking and reflective practice.

Author

• Lucia Cardenas Curiel, Michigan State University