Purpose This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs’ home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.
This chapter explores how two in-service content area teachers responded to translanguaging pedagogy that was briefly introduced in a teacher education course. Qualitative analysis of the online course work, interviews, and researcher journals revealed that each teacher demonstrated a translanguaging “stance” as well as potential in creating “design” and in initiating “shifts” while their understandings and implementation could be more refined. While understanding translanguaging mostly as a strategy helped the teachers develop a translanguaging stance more easily, it did not lead to more critical examination of complex language ideologies that directly affect teaching of multilingual learners. The study has implications for teacher educators who grapple with creating room for translanguaging, an equitable educational practice for multilingual students, in existing curricula.
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