Museums in support of preservice teacher learning: expanding understandings of multiliteracies and translanguaging in content area teaching

IF 1.2 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Multilingual Research Journal Pub Date : 2022-06-29 DOI:10.1080/19313152.2022.2079470

Matthew R. Deroo

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引用次数: 1

Abstract

ABSTRACT This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners’ multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article highlights how engagement at the art museum and two course-based assignments allowed students to negotiate for meaning and make sense of art objects by drawing upon multiple ways to make meaning. Drawing on field notes, student created artifacts, and written reflections, findings show that as future teachers interact with the museum’s art objects, the museum supports emerging awareness of multiliteracies and translanguaging. This includes creating conditions where monolingual students can empathize with the challenges that multilingual students meet in responses to language demands in schools. Implications for using museums as sites of learning in language teacher education are offered.

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支持职前教师学习的博物馆：扩大对内容区教学中多语言和跨语言的理解

摘要本文探讨了艺术博物馆和教师教育项目之间的社区大学合作伙伴关系如何支持大学生在学科素养课程中超越离散语言系统的特权，将学习者的多语言和多模式资源作为其综合交流曲目的一部分。具体而言，这篇文章强调了艺术博物馆的参与和两项基于课程的作业如何让学生通过多种方式来创造意义，从而协商意义并理解艺术作品。根据现场笔记、学生创作的文物和书面反思，研究结果表明，当未来的教师与博物馆的艺术对象互动时，博物馆支持新兴的多元文学和跨语言意识。这包括创造条件，让单语学生能够理解多语学生在应对学校语言需求时所面临的挑战。对在语言教师教育中使用博物馆作为学习场所提供了启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Multilingual Research Journal Multiple-

CiteScore

4.10

自引率

4.80%

发文量

期刊介绍： The International Multilingual Research Journal (IMRJ) invites scholarly contributions with strong interdisciplinary perspectives to understand and promote bi/multilingualism, bi/multi-literacy, and linguistic democracy. The journal’s focus is on these topics as related to languages other than English as well as dialectal variations of English. It has three thematic emphases: the intersection of language and culture, the dialectics of the local and global, and comparative models within and across contexts. IMRJ is committed to promoting equity, access, and social justice in education, and to offering accessible research and policy analyses to better inform scholars, educators, students, and policy makers. IMRJ is particularly interested in scholarship grounded in interdisciplinary frameworks that offer insights from linguistics, applied linguistics, education, globalization and immigration studies, cultural psychology, linguistic and psychological anthropology, sociolinguistics, literacy studies, post-colonial studies, critical race theory, and critical theory and pedagogy. It seeks theoretical and empirical scholarship with implications for research, policy, and practice. Submissions of research articles based on quantitative, qualitative, and mixed methods are encouraged. The journal includes book reviews and two occasional sections: Perspectives and Research Notes. Perspectives allows for informed debate and exchanges on current issues and hot topics related to bi/multilingualism, bi/multi-literacy, and linguistic democracy from research, practice, and policy perspectives. Research Notes are shorter submissions that provide updates on major research projects and trends in the field.