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ERIC Number: EJ1122576
Record Type: Journal
Publication Date: 2016-Dec
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
Multimodal Pedagogies for Teacher Education in TESOL
Yi, Youngjoo; Angay-Crowder, Tuba
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v50 n4 p988-998 Dec 2016
As a growing number of English language learners (ELLs) engage in digital and multimodal literacy practices in their daily lives, teachers are starting to incorporate multimodal approaches into their instruction. However, anecdotal and empirical evidence shows that teachers often feel unprepared for integrating such practices into their curricula (Coyle, Yañez, & Verdú, 2010; Sadik, 2008). This particular concern has led the authors of this essay to examine ways in which multimodal literacy practices can be integrated into teacher education for teaching English to speakers of other languages (TESOL). This Teaching Issues article describes how the first author designed and implemented two multimodal practices for preservice and in-service teacher education programs in the United States. The essay highlights the challenges of incorporating multimodal practices into teacher education (e.g., epistemological issues, instructional challenges, and teachers' resistance to multimodal practices). The authors offer suggestions for overcoming those challenges and propose future directions for TESOL teacher education and professional development.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A