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20230720T083020230720T1615Europe/Amsterdam[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?Hybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Shifting teacher identity perspectives: visual and artefactual identity texts in teacher education
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 09:30:00 UTC
This paper explores arts-based approaches to educating teachers multilingually, by engaging pre-service teachers with their own multilingual identity. It is framed within a multilingual orientation, as the teachers are considered and treated as multilinguals in their own right and foregrounds the role of the arts in developing an awareness and understanding through sensory experiences that allow for thinking, seeing, feeling, and perceiving differently. These arts-based methods include language maps and DLC (Dominant Language Constellations) artefacts, introduced at the start of the courses in a pre-service teacher education programme in Norway. The creative process is followed by reflective written narratives, where teachers explore the process of creation and the impact on their shifting identities from monolingual teachers of English to perceiving themselves as multilingual individuals/teachers. Firstly, the teachers engaged positively with these visual and artefactual activities, which rendered their language repertoires and DLCs concrete, visible, tangible. Furthermore, these activities allowed them to visualise future imagined classroom communities, which prioritise multilingual awareness, inclusion, and proactive visibilising of students' languages. Arts-based practices open up a safe, creative space for engaging with linguistic repertoires and exploring teachers' and students' identity connections with their linguistic histories and biographies.
Even though linguistic diversity in schools around the globe is increasing, teacher education still struggles to support teachers to meet the challenges of working with multilingual children. Pre-service teachers are seldom required to reflect on and engage with their own multilingualism, which can form the basis of a subjective and experiential approach to educating teachers multilingually. Therefore, it is important to explore and employ appropriate tools to initiate a transformative, subjective identity journey. Although researchers have employed a variety of traditional tools, such as interviews, narratives, and discourse analysis, there has been a strong 'lingualism' (Block 2014) bias in investigating the multilingual phenomenon. The more recent focus on visual and multimodal/artefactual methods affords research into teacher education and multilingualism interesting new avenues. Whitelaw (2019) foregrounds the role of the arts in developing an awareness and understanding through sensory experiences that allow for thinking, seeing, feeling, and perceiving differently. Arts-based practices open up a safe, creative space for engaging with linguistic repertoires and exploring teachers' identity connections with their linguistic histories and biographies (Barkhuizen and Strauss 2020). They bring to the classroom different ways of being, which disrupt the verbocentric status quo (Kendrick and McKay 2009) and provide a transformative lens through which to re-envision language teacher education. Arts-based approaches personalise the learning process and provide more opportunities for inclusive practices, that encourage freedom, agency and spontaneity in appropriating the tools for self-expression related to experience, action, and emotion. This paper heeds the call for arts-based approaches to research and pedagogy by embedding artefactual, multimodal practices in researching teacher education. In this case, pre-service teachers in an English course in Norway are engaged in creating concrete and visual artefacts of their language repertoires in the form of language maps and DLC artefacts (Ibrahim, 2022), constituting a powerful tool for delving into participants' feelings, attitudes and perceptions about the self. A plurisemiotic analysis of the language maps and DLC artefacts highlights the following areas: they constitute identity journeys that attest to the unique biographical trajectories of individuals; they unpack the multilayering and simultaneity of teachers' everyday language practices and experiences; they visibilise teachers' full language repertoire and explore language connections, emotions, and identities; they impact positively on teachers' perceptions of classroom multilingual practices. Barkhuizen, G. and Strauss, P. 2020. Communicating Identities. Abingdon: Routledge. Block, D. 2014. Moving beyond 'lingualism': Multilingual embodiment and multimodality in SLA. In May, S. The Multilingual Turn. Oxford: Routledge, pp. 54–77. Ibrahim, N.C. 2022. Visual and Artefactual Approaches in Engaging Teachers with Multilingualism: Creating DLCs in Pre-Service Teacher Education. Languages, 7, 152. Kendrick, M. & McKay. R. 2009. Researching literacy with young children's drawings. In M. J. Narey (Ed). Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-Based Early Childhood Education. New York: Springer, pp. 53–70. Whitelaw, J. 2019. Arts-Based Teaching and Learning in the Literacy Classroom: Cultivating a Critical Aesthetic Practice. Abingdon: Routledge.
Pre-service language teachers’ perceptions of teaching and learning: A longitudinal study
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 09:30:00 UTC
Teachers' perceptions on learning and teaching are assumed to have an impact on their teaching practice (Alanen et al., 2013). In this longitudinal study, we examine future language teachers' perceptions of teaching and learning relying on several data collection methods (i.e. visual narratives, metaphors, written reflections and group discussions). Over the last decade, visual methods in particular have become more common in uncovering the perceptions of (language) teacher students (Kalaja & Pitkänen-Huhta, 2020). Moreover, metaphors as research material have a long tradition in exploring student teachers' perceptions (Saban, 2006 ). In this study, we combine these two data sets. In addition, we make use of reflective data (written texts, group discussions) to tap into the change in pre-service teachers' perceptions during their pedagogical studies.
In the first phase, the participants' were given a task of visualizing "the ideal language learning situation" and complementing a number of school and teaching-related metaphors (e.g. "Teacher is like …", "Learner is like…") at the outset of their one-year pedagogical studies. 67 pre-service language teachers participated in this phase. The students could produce multimodal visual narratives as they were allowed to supplement their visualizations verbally.
Overall, both the visual narratives and metaphors provided a fairly multifaceted picture of learning and teaching. On the one hand, the institutionality of learning was strongly present. Many visual narratives depicted textbook-driven learning, the teacher was a central figure in them and students had a fairly passive role. On the other hand, socio-constructivist views of learning and a safe learning environment were prominent in many visualizations. The metaphors mostly reflected the process-like nature of learning and lifelong learning.
In the second phase, the participants reflected on their initial visualizations and metaphors in the last session of their one-year pedagogical studies. They wrote a written reflection of whether and how their perceptions of teaching and learning had changed during the studies. Seven participants also took part in group discussions in which they further reflected on their visualizations. They also offered their insights into the procedure of making the visual narratives and the feeling and views associated with the entire process.
In this presentation, we report the main findings of the project and discuss how the participants' perceptions evolved during their teacher training. We also elaborate on the implications that this study offers to subject teacher training programmes and critically reflect on the potential and limitations of using visual narratives and metaphors as data collection methods.
References: Alanen, R., Kalaja, P., & Dufva, H. (2013). Visuaaliset narratiivit ja valmistuvien aineenopettajien käsitykset vieraiden kielten opettamisesta. In T. Keisanen, E. Kärkkäinen, M. Rauniomaa, P. Siitonen & M. Siromaa (Eds.), AFinLA-e (pp. 41–56). Jyväskylä: AFinLA.
Kalaja, P., & Pitkänen-Huhta, A. (2020). Raising awareness of multilingual-ism as lived – in the context of teaching English as a foreign lan-guage. Language and Intercultural Communication, 20(4), 340–355.
Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17(4), 299–315.
Embodied Systemic Functional Linguistics: Unlearning in Teacher Education
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 09:30:00 UTC
Schooling in the U.S. tends to be mentalistic, meaning there is a division between mind and body wherein the former gets privileged. This privileging of the mind is particularly problematic because it legitimizes docile bodies and devalues what students know and can do with multisemiotic resources. This study focuses on how the adoption of an embodied systemic functional linguistics (SFL) praxis in teacher education courses supported students in becoming immersed in physical, material, and semiotic activities while generating disciplinary knowledge. Specifically, we explore how students responded to a shift to this embodied curriculum, the strengths of learning new disciplinary content through embodied practices, and the challenges students faced when engaging in artistic, embodied, and multimodal activities. Findings show that through placing bodies at the center of thinking, students first had to go through a process of unlearning dominant educational practices and a period of discomfort when resituating the body at the center of their thinking. Students, however, experienced a deepening of knowledge through whole-body sensemaking and expressed the importance of moving away from schooling that separates mind from body. Implications include the need to disrupt normative practices perpetuated through conventional education by moving through a pedagogy of discomfort and slowness.
U.S. schooling tends to be mentalistic, meaning there is a division between mind and body wherein the former gets privileged (Macedonia, 2019). This privileging of mind is problematic because it legitimizes docile bodies (Bánovčanová & Masaryková, 2014), regulating not just movement and physical engagement, but BIPOC bodies in particular. This separation is also racialized as it valorizes the White knowing subject while simultaneously disciplining and punishing social and cultural practices that center the body and its expression. In other words, this dualism functions as a form of management and control. To disrupt dominant educational practices, it is therefore important that training teacher educators receive does not reinscribe this split at the expense of whole-body learning. Thus, in this current study, we focus on how the adoption of an embodied systemic functional linguistics (SFL) praxis (Authors, 2019) in our teacher education courses assist future educators in supporting language learners to gain access to disciplinary areas in ways that value and build on what they know and can do with multisemiotic resources. Specifically, we examine how enrolled students themselves became immersed in physical, material, and semiotic activities while generating disciplinary knowledge. We explore how students responded to a shift to embodied curriculum, the strengths of learning new disciplinary content through embodied practices, and challenges students faced when engaging in artistic, embodied, and multimodal activities. The presentation begins with a description of our theoretical orientation. Then, it illustrates how focal participants deepened disciplinary literacy knowledge through embodied activities such as using found objects or materials to recreate and represent new disciplinary concepts. The data presented-including artistic, creative artifacts and post-course interviews with artifact creators-comes from a semester-long course at a large research university in the U.S., where students explored how content area curricula can be designed and assessed in artistic, embodied ways to meet sociocultural and linguistic interests of all language learners. Through thematic analysis of semi-structured interview data, we found that students, through placing their bodies at the center of thinking, first went through a process of unlearning dominant educational practices that centered text and cognition. While students were initially uncomfortable with resituating bodies at the center of their thinking, they experienced an opening and deepening of knowledge through whole-body sensemaking (Bucholtz & Hall, 2016). Findings demonstrate the invaluable role the body played in being, doing, and knowing by highlighting the ways it was entangled with semiosis. Implications include the need to disrupt normative educational practices and unlearn dominant ways of knowing perpetuated through conventional education by moving through a pedagogy of discomfort (Boler, 1999) and slowness. Authors. (2019). Bánovčanová, Z., & Masaryková, D. (2014). The docile body: Reflecting at the school. Journal of Pedagogy, 5(2), 251-264. Boler, M. (1999). Feeling power: Emotions and education. New York, NY: Routledge. Bucholtz, M., & Hall, K. (2016). Embodied sociolinguistics. In N. Coupland (Ed.). Sociolinguistics: Theoretical debates (pp. 173-197). Cambridge, UK: Cambridge University Press. Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in Psychology, 10, 1-8.
Images telling stories: Learners’ perceptions of second language learning through multimodal language learning histories
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 09:30:00 UTC
In this paper I explore the possibilities of using multimodal language learning histories (MLLHs) to understand the second language (L2) learning experiences of Japanese and international university students in Japan. It has been acknowledged that the multimodal approach is an effective way to understand L2 learning experiences. While we see a growing number of studies employing multimodal data in this arena, previous studies tended to focus on a single visual image rather than on how multiple images may be used to construct L2 learning histories. Also, as the focus has been on the learning of English, more research is needed on other target languages in order to understand the heterogeneity and commonalities of L2 learning experiences in various contexts. In the present study, I aim to describe the types of visuals represented in the MLLHs of both Japanese students learning English and international students learning Japanese and identify characteristic patterns found in the ways they use the multiple visuals to construct their learning histories as well as compare the two groups to see if there are any differences. Description and classification of the images found in their MLLHs revealed that the elements of "language," "place," "person," "learning resource" and "self-analysis of learning process" are represented visually. These visuals are used to highlight and/or elaborate on certain aspects of their L2 learning process constituting the significant elements in their learning histories. I also identified characteristic patterns in the ways they constructed their MLLHs by using certain types of visuals more frequently than others. These patterns are defined as 'person-oriented', 'resource-oriented', 'place-oriented' and 'analysis-oriented' types respectively. Comparison of the MLLHs of the two learner groups further revealed that while the Japanese students tended to produce person-oriented MLLH more than other types, international students tended to produce resource-oriented type more frequently while also producing person-oriented types. In the former, visuals of people are used to focus on learners' actions and emotions involved whereas in the latter, resources used for learning (e.g. anime, Youtube videos) are given priority. Japanese students who had gone through learning of English for the entrance exams used the images of people to represent their own emotional states such as anxiety and fear for the exams, joy of accomplishing their goals, and strength of motivation maintained. On the other hand, international students who initially took up Japanese as a hobby due to the influence of pop culture focused on the images of resources to represent which anime or videos they watched to learn different aspects of Japanese. Thus, these patterns reflect the differing perspectives held by the two groups born out of their experiences in their respective contexts. Based on these findings I argue that making use of both visual and verbal narratives in the MLLHs gives learners greater freedom to frame their own learning histories, allowing them to encapsulate their subjective perspectives more effectively than by verbal means alone, and to focus on the dynamics and individualities of their L2 learning.
Exploring Multilingualism and Multilingual Identity with data visualisations: A participatory approach.
[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 09:30:00 UTC
The artistic and aesthetic dimensions of data visualisations have been extensively discussed in academic circles and beyond (Brinch, 2020; Lupi et al. 2016; Cairo, 2016, 2013; McCandless, 2009; Cox, 2006). In addition, given the widespread use of data visualisations in different domains of contemporary societies (Rettberg, 2020; Buzato 2018), the ability to critically interpret data presented visually has become a crucial form of literacy in recent years (Tønnessen, 2020; Bhargava & D'Ignazio, 2015). In this paper, we present digital data visualisations designed for the specific purpose of making participants interact with research data they had previously helped generate. Drawing on the visual-haptic properties of digital media (Storto, 2021; Lupton, 2017), the visualisations represent answers to the prompts "to be multilingual means…" and "are you multilingual?", taken from an online questionnaire answered by 593 lower secondary school students. The visuals were subsequently used in interactive sessions with 114 students in one of the participant schools. Taken together, the visuals and the sessions represent an innovative, participatory approach to multilingualism and multilingual identity (Storto, 2022). The paper focuses on the interactive, ludic design of the visuals and how they were developed to facilitate novel and unexpected readings of the data (Bhargava & D'Ignazio, 2015). We conclude the session with a discussion of participants' reflections on multilingualism and multilingual identity based on their interaction with the visuals, researchers and their peers. References
Bhargava, R., & D'Ignazio, C. (2015). Designing tools and activities for data literacy learners. In Web Science Data Literacy Workshop, Oxford, UK, 30 June 2015.
Brinch, S. "What We Talk about When We Talk about Beautiful Data Visualizations." In Data Visualization in Society, 259-76. Amsterdam: Amsterdam University Press, 2020.
Buzato, M. (2019). Dadificação, visualização e leitura de mundo: Quem fala por nós quando os números falam por si? Revista Linguagem Em Foco, 10(1), 83-92.
Cairo, A. (2013). The functional art: An introduction to information graphics and visualization. Berkeley, CA: New Riders
Cairo, A. (2016). The truthful art: Data, charts and maps for communication. Berkeley, CA: New Riders.
Cox, D. (2006). Metaphoric mappings: The art of visualization. In: P. A. Fishwick (Ed.), Aesthetic Computing. (pp. 89-114). Cambridge: MIT Press.
Lupi, G.; Posavec, S., and Popova, M. Dear Data. New York: Princeton Architectural Press, 2016.
Lupton, D. (2017). Feeling your data: Touch and making sense of personal digital data. New Media & Society, 19(10), 1599-1614. https://doi.org/10.1177%2F1461444817717515
McCandless, D. Information Is Beautiful. London: Collins, 2009.
Storto, A. (2022). 'To be multilingual means…': Exploring a participatory approach to multilingual identity with schoolchildren. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2022.2082441
Rettberg, J. W. (2020). Ways of knowing with data visualizations. In Data Visualization in Society (pp. 35-48). Amsterdam: Amsterdam University Press.
Tønnessen, E. S. (2020). What is visual-numeric literacy and how does it work? In Engebretsen, M. & Kennedy, H. (eds). Data Visualization in Society (pp. 189-206). Amsterdam: Amsterdam University Press. https://doi.org/10.2307/j.ctvzgb8c7
Entanglements of Swedish Language Learning and Dance through Spoken Word Choreographies in Upper Secondary School
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?08:30 AM - 04:15 PM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 14:15:00 UTC
There is currently an increasing amount of research that shows how embodied learning and arts-based approaches can enhance language learning and provide emotional and motivational benefits to learning processes (Jusslin et al., review; Korpinen & Anttila, in press; Porto & Houghton, 2021). However, research-based knowledge about how embodied learning and arts-based approaches can contribute specifically to upper secondary school students' language learning is still scarce.
Conducted within the research project Embodied Language Learning through the Arts (2021–2024), this study explores the combination of dance and learning Swedish as L2 in the dance course "Dance with language", initiated and held by a dance teacher at a Finnish upper secondary school. A total of 19 upper secondary school students with various previous experiences of both Swedish and dancing participated in the dance course. The analytical focus lies on spoken word choreographies created during the course. The spoken word choreographies are word- and dance-based performances, in which the students drew inspiration from a dance documentary to/and express issues of femininity and bodies.
Drawing on a new materialist approach (Barad, 2007) to language learning, the study understands knowledge/knowing and language/languaging as embodied, relational, and entangled processes (Pennycook, 2016; Toohey, 2019). The guiding question is: How do entanglements between dance and language produce performative differences in students' creation of spoken word choreographies?The research materials for the diffractive analysis include video observations, group interviews, reflective diaries, and video recordings of the spoken word performances.
Preliminary analyses suggest dance and language become entangled when exploring movements with sentences from the dance documentary, re-working the sentences with/in dancing, co-creating with the audio-recordings, and negotiating with spaces and materials. Entanglements between language/dance include iterative movements between dance and language that involve explorations, re-workings, co-creations, and re-negotiations. More specifically, choreographing of languaging/dancing happens in relations with multiple humans and materialities. Thus, the study proposes spoken word choreographies as a valuable way to teach language, moving beyond restrictions in language to emphasize creative and embodied explorations and inductive approaches in upper secondary level language education.
References Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press. Jusslin, S., Korpinen, K., Lilja, N., Martin, R. M., Lehtinen-Schnabel, J., & Anttila, E. (review). Embodied learning and teaching approaches in language education: A mixed studies review. Korpinen, K., & Anttila, E. (in press). Strange encounters in times of distancing: Sustaining dialogue through integrating language and dance in primary education. Journal for Research in Arts and Sports Education. Pennycook, A. (2016). Posthumanist Applied Linguistics. Applied Linguistics. https://doi.org/10.1093/applin/amw016 Porto, M., & Houghton, S. A. (2021). Introduction: Arts integration and community engagement for intercultural dialogue through language education. Language Teaching Research. Advance online publication. Toohey, K. (2019). The Onto-Epistemologies of New Materialism: Implications for Applied Linguistics Pedagogies and Research. Applied Linguistics, 40(6), 937–956. https://doi.org/10.1093/applin/amy046
Narratives of the self: autobiographical literary writing as a way to understand identity reconstructions of crisis migrants
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
In the South-South context, forced migration triggers pain and countless transformations for those who experience it. It is a movement that, in addition to involving losses of economic and symbolic capital, imposes on the migrant scenarios of violence on their bodies and identities, conditioning their agency to the logic of the dominant system. It is also important to note that courses in Portuguese as a host language (in Portuguese 'Português como Língua de Acolhimento' - PLAc), aimed at the public composed of crisis migrants, are concerned with the teaching-learning of the majority language of the host country. Therefore, the contemplation of the linguistic and cultural baggage and the experiences of these students, as well as the reflection on how these individuals also transform the new place of residence, are disregarded from the classroom. However, for Bakhtin (2015), language is a social activity that constitutes individuals, in the same way that it is registered by them. In other words, upon arriving in a particular country, migrants modify their own linguistic and cultural repertoire as much as they influence and are influenced by local languages and practices. Therefore, our contribution starts from the Bakhtinian perspective with the objective of bringing the teaching-learning of PLAc closer to artistic methods. More specifically, we are interested in reflecting on how autobiographical literary writing allowed five migrants (who have already completed their journey in learning Portuguese in PLAc courses in Brazil) to perceive their identity (re)configuration from the acquisition of Portuguese and, also, awakening to how they also influence the majority language of Brazil and its social practices. For this purpose, we will present as object of our reflection the e-book Narrativas: Exílios e Encontros, an autobiographical, plurilingual, multi-genre and multimodal book, written by those five crisis migrants mentioned above, former students of Portuguese as a host language courses at the Federal University of Paraná, in Brazil. Thus, we will analyze extracts from the book aiming to show how the authors realize their relationship with Brazilian language and culture and how they see their own identities reconstructed. Our methodology is based on the ideas of critical interculturality (WALSH, 2009), in which the search for social transformations comes through action. For that we will bring autobiographical literary writing as an alternative for the creation of a second space (CAMPANO, 2007), in which the writer has the possibility to walk a path of becoming aware of himself, understanding his own questions regarding the lived experiences, as well as influencing and being influenced by local languages and practices.
References Bakhtin, M. (2015). Teoria do Romance I. A estilística. São Paulo: Editora 34. Campano. G. (2007). Immigrant students and literacy: reading, writing and remembering. Nova York: Teachers College Press. Kalaja, P. & Melo-Pfeifer, S. (2019). Visualising multilingual lives. More than words. Clevedon: Multilingual Matters. Walsh, C. (2009). Interculturalidade Crítica e Pedagogia Decolonial: in-surgir, re-existir e re-viver. In: CANDAU, V. M. et al. Educação Intercultural na América Latina: entre concepções, tensões e propostas. Rio de Janeiro: 7 Letras.
Presenters Bruna Ruano Researcher, Federal University Of Paraná - UFPR
Writing plurilingual poetry as a reflexive task in foreign language teacher education programs
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
In this talk, I delve into the potential of adopting arts-based approaches(ABA) (Barone & Eisner, 2012; Leavy, 2015) to explore the constitution and dynamics of plurilingual repertoires in foreign language teacher education programs. I claim that the use of ABA in language teacher education, particularly the writing of plurilingual poetry (Moore et al, 2022), can give us new insights into how student teachers reflect on their linguistic repertoires and how they construct specific didactic and pedagogical knowledge (Baumert & Kunter, 2013): the first type of knowledge relates to the methodologies of and knowledge about teaching and learning processes; and the second relates to learning motivation, evaluation processes or how to manage classroom activities. After reviewing the epistemological and didactic foundations of current research around the use of ABA as data generation tools, I present the potential of plurilingual poetry writing to explore plurilingualism as lived (Kalaja & Pitkänen-Huhta, 2020) and as constitutive of student teachers' didactic and pedagogical knowledge.
The data was collected in 2021/2022 in Germany, among future teachers of French (N = 15) and Spanish (N = 22), in two phases: a productive and a reflexive phase. In the productive phase, students produced a plurilingual poem, under the theme "living together". The instruction stated that they should write a poem using the languages from their linguistic repertoires. In the reflexive phase, students reflected on their plurilingual writing strategies and on the potential of the task for the foreign language classroom.
Results point towards three gains attached to reflexivity and the construction of pedagogical knowledge: i) the ability to reflect on their own plurilingualism and decenter from the "I"-dimension to the student sphere; ii) the ability to reflect on patterns of plurilingualism and seeing "plurilingual students" beyond a homogenized categorization; iii) the ability to envisage plurilingual pedagogies more attuned to meet plurilingual students' repertoires. To conclude I discuss how ABA support a more responsive foreign language teacher education, offering opportunities to professional development that challenges a monolingual mind-set and recognizes plurilingualism as an inescapable reality in foreign language (teacher) education (Melo-Pfeifer, 2021).
References
Barone, T. & Eisner, E. (2012). Arts based research. Sage.
Baumert, J. & Kunter, M. (2013). The COACTIV model of teachers' professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss & M. Neubrand (eds.), Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (25-48). Springer.
Kalaja, P. & Pitkänen-Huhta, A (2020). Raising awareness of multilingualism as lived – in the context of teaching English as a foreign language. Language and Intercultural Communication, 20:4, 340-355.
Leavy, P. (2015). Method meets art. Arts-based research practice. New York: The Guilford Press.
Melo-Pfeifer, S. (2021). Exploiting foreign language student-teachers' visual language biographies to challenge the monolingual mind-set in foreign language education. International Journal of Multilingualism, 18:4, 601-618.
Moore, D.; Oyama, M.; Pearce, D. R. & Kitano, Y. (2022). Quand l'Éveil aux langues rejoint la poésie plurilingue. LeseForum, 2022 (1). URL https://www.leseforum.ch/.
Presenters Melo-Pfeifer Sílvia Full Professor (French And Spanish Teacher Education), University Of Hamburg
Language on the school walls – Participatory methods and community art for enhanced linguistic awareness
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
This paper focuses on a subproject of "New Finnish Languages of East Helsinki" project. In this subproject, linguists, community artists, a journalist, and the teacher and her pupils, who were 9–10 years old at the time, collaboratively painted a mural called "Guardians of Languages" on the school wall.
The project was conducted in 2016–2020 in East Helsinki, Finland, in a linguistically diverse primary school. The general aims of the project were to make linguistic diversity visible, enhance language awareness, and develop pedagogical practices for linguistically asymmetrical groups. The project organized some 40 workshops in the spirit of participatory action research, combining sociolinguistic understanding, community art, and the expertise of the teachers and the pupils. The outcomes of the project were not only scientific, but also journalistic, artistic, societal, and educational. One of the outcomes is an open online material to disseminate good practices (Lehtonen et al. 2020). During the project, ethnographic and multimodal data were gathered for research purposes. The data consist of field notes, photographs, and audio and video recordings, as well as interviews with pupils and teachers.
In this paper, we present one of the mural workshop series of the project. The creation of the mural consisted of collaborative multilingual story-telling/poem writing, designing "guardians of languages" as visual characters, painting the poem as well as the characters on the wall, and a closing discussion about the project with the linguists, the artists, the teacher, and the pupils. The creating process of the multilingual poem as well as the closing discussion were audio- and video recorded. In addition, we interviewed the teacher after the project.
We will explore 1) how pupils express and share their expertise of, affiliation to, and attitudes towards languages in the collaborations as well as the closing discussion of the workshop series, and 2) how the teacher evaluates the effects and outcomes of the participation in the project. We will discuss the advantages of participatory action research and creative inquiry for developing linguistically responsive pedagogy and translanguaging spaces in schools. Our analysis shows that the project had positive outcomes for the class: the pupils began to acknowledge diverse linguistic expertises.
LITERATURE
Bradley, J. & Lou H. 2019. Creative Inquiry in Applied Linguistics: Language, Communication and the Arts. In Wright, C., Lou H. & James S. (eds.), Voices and Practices in Applied Linguistics: Diversifying a Discipline, 91–107. White Rose University Press.
Cummins, J., & Early, M. 2011. Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Trentham Books.
Filipović, J. 2019. Transdisciplinary qualitative paradigm in applied linguistics: Autoethnography, participatory action research and minority language teaching and learning. International Journal of Qualitative Studies in Education 32: 5, 493–509.
García O. & Wei, L. 2014. Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
Using Memes as a Genre to Explore TESOL Student Teacher Identity
Oral Presentation[SYMP20] Arts-based research approaches in Applied Language Studies: New methodologies opening up new perspectives on multilingualism?01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 14:15:00 UTC
Memes are cultural units, or ideological discourses, that circulate throughout society, spreading and remixing ideas about who we are and how we behave; internet memes are digitally-mediated viral media, usually a combination of text and image, that circulate particular discourses about social issues, groups of people, politics, etc. (Wiggins, 2019). Internet memes have been shown to demonstrate shared cultural identity (Mortensen & Neumayer, 2021) and to challenge or reinforce dominant paradigms (Gbadegesin, 2019). I used the genre of a particular internet meme, "What People Think I Do / What I Really Do" (Regnier, 2012), as a way to elicit TESOL (Teaching English to Speakers of Other Languages) graduate students' perceptions of their identities as student teachers. Drawing on the conception of identity as shaped by both how one thinks about oneself and how one is perceived by others (Gee, 2000, 2015), I invited student teachers to choose images/text that represented both how they saw themselves and how they perceived that influential others-such as their practicum instructor, supervisor, students, or family members-saw them as student teachers. As part of a larger ethnographic and discourse analytic study on student teacher identity development during the TESOL practicum, eight transnational, multilingual, focal student teachers created these "identity memes," which they shared with each other. I then engaged the focal student teachers in a descriptive review process (Kapadia-Bodi, 2016), wherein they analyzed the images, patterns, and questions raised by their individual and collective identity memes. In this paper, I describe the arts-based methods (creating, sharing, and analyzing the identity memes) that I engaged in with the student teacher participants, then highlight some of the themes that emerged from their collaborative analysis, such as: how student teachers' perceptions are influenced by societal expectations of teachers, students, and classrooms; how the images reflect multiple and confluent sources of stress and pressure on student teachers; and how student teachers' expectations for themselves do not always match with their realities. I conclude with reflections on the possibilities and constraints of using a well-known meme genre for identity-focused research within language teacher education.
References
Gbadegesin, V. O. (2019). Gender ideology and identity in humorous social media memes. Digital Scholarship in the Humanities. https://doi.org/10.1093/llc/fqz039
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 99–125. https://doi.org/10.2307/1167322
Gee, J. P. (2015). Discourse, small d, big D. In K. Tracy, T. Sandel, & C. Ilie (Eds.), The international encyclopedia of language and social interaction (1st ed., pp. 1–5). John Wiley & Sons, Inc; Wiley Online Library. https://doi.org/10.1002/9781118611463.wbielsi016
Kapadia-Bodi, M. (2016). Stories of our working lives: Literacy, power, & storytelling in the academic workplace [PhD Dissertation]. University of Pennsylvania.
Bruna Ruano
Melo-Pfeifer Sílvia
Heidi Hänninen