Pre-Service Teachers’ Perceptions and Digital Literacy Practices in Teaching Multilingual Students

• In Event: Multimodal and Digital Literacies in Transnational Contexts: Diverse Representations of Equitable Multilingual Education

Abstract

The growing interest in digital literacy practices has advanced pedagogical approaches in language teaching (Han, 2021). Digital communication and technologies have transformed literacy by expanding multimodal ways to support multilingual students (Kress, 2003). However, research has primarily focused on language learners, neglecting the training and perceptions of pre-service teachers (PSTs) regarding digital literacy teaching skills (Campbell & Kapp, 2020). Current teacher preparation programs have not adequately trained PSTs to confidently integrate technological strategies (Martin, 2015). This study aims to fill this gap by investigating PSTs' digital practices and perceptions of using technology to teach multilingual students, exploring how these practices enhance their multimodal competence.
This study is guided by the multimodality framework (Kress, 2010) and the Critical Multilingual Awareness (CMLA, Prasad & Lory, 2020) framework. CMLA examines power dynamics within language and culture in sociocultural and historical contexts, promoting inclusive linguistic environments. The multimodality framework analyzes the use of multiple communication modes (e.g., visual, textual, auditory) in teaching, emphasizing digital tools to support multilingual students' literacy skills. Together, these frameworks explore how PSTs’ perceptions regarding their multimodal literacy skills have evolved and how these practices have enhanced their teaching effectiveness in diverse, multilingual classrooms.
This study uses participatory design research (PDR, Bang & Vossoughi, 2016) with a decolonial perspective, collaborating with participants based on their expertise. The PST participants, Nancy and Hunter, are aspiring to become Spanish teachers. Enrolled in a Spanish literacy teaching methodology course I instructed; they taught local elementary multilingual students Spanish via Zoom as part of their course requirement. Together, we designed Spanish classes in a digital literacy format. Data was gathered over 28 weeks through interviews and digital lesson planning assessments. Thematic analysis revealed three key findings.
Changes in PSTs' Perceptions of Digital Practices: Initially, Nancy and Hunter exhibited resistance and insecurity toward digital practices. Nancy found teaching via Zoom challenging, particularly regarding engagement. However, over time, they developed greater confidence and self-efficacy, creating various interactive activities for distance learning.
Development of Multimodal Literacy Teaching Skills: Nancy and Hunter enhanced their teaching methods with innovative, interactive pedagogies. Initially, they designed "read-after-me" activities, but over time, they incorporated audio, video, and kinesthetic activities, such as finger dancing to a Latino children's song.
Integration of Diverse Resources: They integrated various resources into the learning environment, enriching literacy skills typically available only in traditional settings. The Zoom platform allowed access to diverse resources, such as inviting guest speakers from Spanish-speaking countries, providing a culturally immersive experience for the students.
This study explores the digital practices and perceptions of PSTs in a multilingual teaching context, addressing a critical gap in language education. Findings show significant shifts in PSTs' attitudes toward digital literacy, with increased confidence and self-efficacy. The study underscores the importance of multimodal literacy teaching skills and the potential of digital platforms to enrich learning with diverse resources, fostering inclusive and engaging classrooms. By emphasizing collaborative design of digital literacy courses and examining language and cultural dynamics, this research contributes to more effective and equitable language teaching practices.

Author

• Luqing Zang, Slippery Rock University of Pennsylvania