Mapping Language, Mapping Futures: Pre-Service Teachers Enacting Humanizing Pedagogy Through Linguistic Cartography

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

Abstract

This study investigates how a pedagogical approach known as linguistic cartography —a process of visually mapping language resources—can humanize instruction and foster critical language reflection. Here, we explore how seven pre-service teachers (PSTs), enrolled in a TESOL methods course, engaged with linguistic cartography to surface and interrogate their own language histories and ideologies, and how they later adapted the practice in their practicum placements to support 6-8th grade students to identify and value their linguistic repertoires. We examine how this multimodal, reflective process supported PSTs in constructing more humanizing understandings of multilingualism and disrupted static binaries such as “monolingual” vs. “bilingual.” The work contributes to ongoing conversations in teacher education around identity work, critical language awareness, and transformative pedagogies.

Authors

• Emily Phillips Galloway, Vanderbilt University

• Christine Montecillo Leider, University of Massachusetts - Lowell

• Christina L. Dobbs, Boston University