Exploring Preservice Teachers’ Stances Toward Multilingualism During Book Club Discussions

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Navigating Multilingualism and Cultural Identity in Preservice Teacher Education (Table 10)

Abstract

This paper examines how engaging in book club discussions about young adult literature featuring multilingual protagonists gave space for preservice teachers (PSTs) to discuss stances towards multilingualism. Using qualitative methods, this project examined undergraduate elementary education majors’ book club discussions and reflective writing over four weeks. Results from descriptive and thematic coding of data illustrate how book clubs featuring multilingual protagonists allowed for PSTs to: 1) express emerging stances towards multilingualism, 2) make connections between multilingual protagonists experiences and their roles as teachers, and 3) establish communities with peers that support negotiation of stances towards multilingualism. Implications for theory and pedagogy are discussed, illuminating how book clubs might be used to challenge and develop PSTs’ stances towards multilingualism.

Authors

• Katie McGee, Clemson University

• Lindsey W. Rowe, Clemson University