Teacher Candidates’ Multimodal Exploration of Emotions, Language Ideologies, and Identity at a Hispanic Serving Institution

• In Event: Multimodal Identity Work: Visual and Embodied Approaches to Critical Reflection in Teacher Education

Abstract

The purpose of this study was to explore how elementary school teacher candidates (TCs) in an ESL methods class (N=27) at an Hispanic Serving Institution (HSI) identify and discuss (a) the relationship between language ideologies and emotions and (b) the implications of that relationship for their identities as teachers. We theoretically draw on the concepts of emotions, language ideologies, and identity to explore multimodal instruction embedded within a culturally and linguistically responsive approach. We used a qualitative multimodal discourse analytic approach and found TCs demonstrated critical emotion awareness in their depictions and reflections on the relationship between language ideologies and emotions. Our findings contribute to understanding the intentional use of multimodal instruction to develop critical emotional reflexivity.

Authors

• Kathryn I. Henderson, University of Texas - San Antonio

• Bedrettin Yazan, University of Texas - San Antonio