Fostering Equity-Based Praxis: Translanguaging-Informed Digital Identity Text Development in Teacher Education

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 1
  In Roundtable Session: Listening for Voice: Translanguaging, Identity, and Narrative in Teaching

Abstract

Traditional monolingual teacher education is critiqued for inadequately preparing teachers to provide bi/multilingual students with equitable education. To better prepare teachers to advance equity-based praxis for linguistically diverse classrooms, this study examines how the creation of digital identity texts in a translanguaging space serves as a transformative, reflexive tool. Using collaborative autoethnography, it focuses on three language educators’ experiences of creating multilingual and multimodal identity texts. The findings demonstrate that the process of creating identity texts empowered participants to bridge theory and practice, affirm their linguistic and cultural heritage, and challenge hierarchical language ideologies. This study underscores the potential of identity texts as a transformative pedagogy to promote critical language awareness, affirm diverse identities, and support social justice in education.

Authors

• Chuan Liu, Western University

• Julie D'Ippolito, University of Western Ontario

• Lihan Wu, Guangxi Minzu University