Transcending the Boundaries of Academic Literacies: Use of Multimodal and Translingual Composition With Preservice Teachers

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

Abstract

Inspired by Picower’s (2021) stance that teacher educators are accountable to the children that our “teacher candidates… will ultimately serve,” (p. 131), this study explores a shared curricular move across two required undergraduate literacy methods courses in which preservice teachers (PTs) “remixed” course readings and responses through multimodal and translingual compositions. The authors draw upon Kalantzis and Cope’s (2022) transpositional grammar to analyze three illustrative examples of PT work and contextualize them within the course. Findings reveal the importance and challenge of purposefully engaging the dynamic and emergent processes of semiotic and linguistic pluralism within teacher education coursework to foster the socially just and educationally transformative work that children and families deserve.

Authors

• Kelsie Corriston Burnett, University of Texas at Austin

• Katie Trautman, University of Texas at Austin

• Kerry H. Alexander, University of Maryland