This qualitative study examined the multimodal self-expressions of 39 students in grades 4th–6th attending public schools in Mexico City. Students' shared perspectives of their learning environments and of themselves as learners throughout their teachers' participation in a program designed to shift traditional teacher-centered practices toward co-constructions of learning spaces that are conducive to dialogue, reflection, and socio-emotional awareness through art and narratives. Drawing from a multimodal social semiotics and funds of identity theoretical framework, we analyzed students' responses to three prompts that elicited their perspectives regarding their own learning and their learning environments. Prompts were completed at three different points in time during one school year. Findings include: (1) changes in classroom configurations illustrating teacher-student relationships, (2) the emergence of additional materials and resources for learning, (3) variation in the learning approaches preferred by students, and (4) expanded purposes and motivations for learning. This study illustrates how student-centered pedagogies and teacher-mediated learning processes can mobilize students' funds of identity for learning by co-constructing knowledge and connecting to students' experiences through dialogue and art.

这项定性研究检查了39位4-6年级就读于墨西哥城公立学校的学生的多模式自我表达。在整个教师参与计划的过程中，学生将分享他们对学习环境以及作为学习者的看法，该计划旨在将传统的以教师为中心的实践转变为共同构建学习空间，从而通过对话促进对话，反思和社会情感意识艺术和叙事。从多模式社会符号学和认同理论框架的基础上，我们分析了学生对三种提示的反应，这些提示引起了他们对自己的学习和学习环境的看法。在一学年中，在三个不同的时间点完成了提示。调查结果包括：（1）改变教室布局以说明师生关系；（2）出现了更多的学习材料和资源；（3）学生偏爱的学习方法有所变化；（4）扩大了学习的目的和动机。这项研究说明了以学生为中心的教学法和教师为媒介的学习过程如何通过共同构建知识并通过对话和艺术将学生的经验联系起来，动员学生的身份资金进行学习。