ABSTRACT

Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs’ multimodal compositions, reflective writing about their coursework, and retrospective interviews, participants shared how these compositions informed their working understandings of CMLA in relation to monoglossic and raciolinguistic language ideologies. Findings from our study suggest that through multimodal composition, PSTs demonstrated varied levels of awareness that one’s language practices determine whether they experience acceptance, belonging, and access to education; some PSTs also acknowledged that teachers serve as adjudicators of language, who may reinforce or reject hegemonic language ideologies. This study reinforces the efficacy of integrating opportunities for PSTs to represent their learning through multimodal composition to foster their CMLA.

摘要

借鉴批判性多语言语言意识 (CMLA) 的原则，我们分析了来自两个机构的职前教师 (PST) 创建的多模态作文，以调查他们在语言、身份和权力的关系中的意义形成。通过分析 PST 的多模态作文、关于他们课程作业的反思性写作以及回顾性访谈，参与者分享了这些作文如何影响他们对 CMLA 与单语和种族语言意识形态相关的工作理解。我们的研究结果表明，通过多模态组合，PST 表现出不同程度的意识，即一个人的语言实践决定了他们是否体验到接受、归属感和接受教育的机会；一些 PST 还承认教师是语言的裁决者，谁可以加强或拒绝霸权语言意识形态。这项研究加强了 PST 整合机会的有效性，通过多模式组合来代表他们的学习，以培养他们的 CMLA。