Fostering Pre- and In-Service Teachers' Emerging Understandings of Translanguaging Through a Multimodalities Entextualization Cycle

• In Event: Silences, Listening, and Multimodality in Justice-Oriented Teacher Education

Abstract

Drawing upon Bezemer and Kress’s (2016) social semiotic framework for multimodal analysis and Lin’s (2015, 2019) Multimodalities Entextualization Cycle (MEC), we ask: “What did integration of multimodal resources contribute to pre- and in-service teachers’ learning about translanguaging in an online asynchronous course within an English as a Second Language teacher education program at a Midwest U.S. university?” We analyzed the texts teachers created in response to four multimodal tasks and compared broader patterns in their cumulative learning about translanguaging as a part of an MEC. Findings suggest that envisioning a cycle of multimodal learning tasks can provide predominantly monolingual-identifying teachers with means to expand their own dynamic repertoires as they make sense of translanguaging.

Authors

• Christina M. Ponzio, University of Michigan - Ann Arbor

• Matthew R Deroo, University of Miami