Using Photovoice to Explore Pre-service Teachers’ Understanding of Linguistically Responsive Practices for Emergent Bilingual Children

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 2
  In Roundtable Session: Preparing Teachers to Revisit and Respond to the Linguistic Landscape

Abstract

This study employs photovoice methodology to examine how pre-service teachers conceptualize inclusive practices for emergent bilingual children through visual documentation and reflection. Twenty-five undergraduate seniors in early childhood education documented observed inclusive practices during 75-hour field experiences. Following Wang and Burris’s framework, participants created photographs, wrote reflections, and engaged in collaborative meaning-making through gallery exhibitions. Analysis revealed five key themes demonstrating sophisticated understanding of linguistically inclusive practice: multilingual representation, universal design principles, strategic technology use, peer collaboration, and holistic support encompassing emotional well-being. Findings suggest photovoice develops critical visual literacy skills that enable pre-service teachers to interpret educational environments through a linguistically inclusive lens, supporting teacher preparation programs in developing practitioners equipped for linguistic diversity.

Author

• Hae Min Yu, Lewis University