Identity-Focused-Creation as a Catalyst for Language Teacher Preparation in the Post-Multilingual Era
Bibliographic Data
| ID | 6417417 |
|---|---|
| Authors | Sreemali Herath (0000-0002-7403-7346, University of Manitoba, Winnipeg, Manitoba, Canada), Rojas Castillo, Rachel Castillo (Gulisi Community Primary School, Dangriga Town, Belize), Anushka Kandpal (The British School, New Delhi, India), Wan C Tan (0000-0001-9289-3595), Wanjoo Tan (Louis Riel School Division Office, Winnipeg, Manitoba, Canada) |
| Year | 2025 |
| Volume | 81 |
| Issue | 4 |
| Pages | 250-271 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Canadian Modern Language Review/ La Revue canadienne des langues vivantes (JOURNAL) |
| Journal identifiers | ISSN: 0008-4506 • E-ISSN: 1710-1131 |
| Publisher | University of Toronto Press (PUBLISHER • CA) |
| DOI | 10.3138/cmlr-02_herath |
| OpenAlex | W4417199472 |
| Language | EN |
| References cited | 34 |
How can teachers working with plurilingual students conceptualize and implement pedagogical practices that reflect a postmultilingual view? How can they be empowered with the skills, knowledges, and sensibilities to rethink language education that prioritizes equity, inclusion, and social justice, ensuring that all students – regardless of their linguistic backgrounds – have the opportunity to succeed and thrive in a linguistically diverse world? This paper responds to these questions by embracing the power of fostering linguistic and cultural collaboration through the design of critical, creative, and collaborative multilingual and multimodal ( Prasad & Lory, 2020 ) teacher autobiographies. It brings together the voices of one scholar and three early years language educators. Based on the premise that transformation in language teacher education starts with critical self-reflexivity ( López-Gopar & Sughrua, 2023 ), we explore the power of art-infused autobiographies to help language teachers challenge and transform traditional, colonial approaches to language teaching by centring their experiences, perspectives, and voices. As we weave our narratives, we articulate the manner in which we embraced art-infused autobiographies, the affordances research-creation provided us, and the challenges we uncovered while carrying out identity-infused research-creation
Is an Antiracist and Decolonizing Applied Linguistics Possible?
The Reflective Practitioner
Critical Pedagogies and Language Learning
Multilingual Education
How to Make Art at the End of the World
Thought in the Act
“Multiliteracies”
Teacher Education And The Development Of Professional Identity
New Chinglish and the Post-Multilingualism challenge
Understanding teacher identity
Creating Capabilities
Finding a voice
Language teachers’ identity in teaching intercultural communicative competence
Reflective learning and identity construction in practice, discourse and activity
Racializing Esol Teacher Identities in U. S. K—12 Public Schools
Linguistic and Cultural Collaboration in Schools
The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms
The Complex Construction of Professional Identities
Multimodality as a “third space” for English as an additional language or dialect teaching
Research-Creation
Codemeshing in Academic Writing
Communicative Practices from the Margins
| Citation velocity | historical |
|---|---|
| Highly cited | No |