Navigating dissonance to transform: Leveraging Multilingual Literacy Journeys to Support Pre-service Language Teacher Identities

• In Event: Reimagining Difference and Identity: Multilingual Literacy and Preservice Teacher Growth

Abstract

This narrative inquiry shares findings from an ongoing project that aims to integrate Critical Humanizing Identity-oriented Multilingual Educational Pedagogy (CHIME) into teacher education for pre-service English language teachers (PELTs) in Türkiye. Using critical theories, the study traces moments of dissonance for PELTs in their narratives. Findings indicate two main themes of dissonance with traditional educational practices and language ideologies. Authors share potential critically-oriented practices for PELTs for teacher education.

Authors

• Basak Cermikli, Vanderbilt University

• Irem Comoglu, Vanderbilt University

• Emily Phillips Galloway, Vanderbilt University