Digital Autobiographical Identity Texts as Critical Plurilingual Pedagogy

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This article explores emergent tropes from conversations between a language teacher educator and three plurilingual language teacher candidates on the impact of creating a digital autobiographical identity text (D-AIT), a multimodal digital ‘text’ constructed to reflect their hybrid and evolving professional identities. In attempting to better understand the complex potential of this type of digital storytelling in the language teacher education classroom, we discuss at length several salient themes emerging from our polyvocal, or multi-voice data. These themes include the immediate and enduring impact of D-AIT production on language teacher candidates’ professional identities; the impact of this plurilingual pedagogy on both teachers’ and students’ academic literacies; and the potential of multiethnographic, polyvocal research to empower teacher-researchers. We conclude the article with, i) tips for using D-AITs in order to support culturally and linguistically diverse language teacher candidates and students; as well as ii) suggestions for how our participatory methodological approach may contribute to scholarly conversations and teacher practices.

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Publication Title:
Digital Autobiographical Identity Texts as Critical Plurilingual Pedagogy

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James Corcoran

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Christina Tjandra
Maria Gennuso
Allison Yeldon

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Journal of Belonging, Identity, Language & Diversity

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