Multimodal Self-Authoring Across Bi/Multilingual Educator and Student Learning Spaces

Abstract

Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts. Using thematic and multimodal analysis, the authors first compare how spaces of authoring were produced in two professional development settings: Proyecto Bilingüe and Critical Education Studies. Following one educator from each of these settings into a classroom and into digital spaces respectively, the authors then compare the multimodal cultural artifacts—journey boxes and digital iJourneys—produced by their bi/multilingual students. The findings show the importance of producing spaces of authoring for identity negotiations and the role multimodal cultural artifacts play in embracing memories and lived experiences across figured worlds for both students and educators. Implications for teacher educators and bilingual teachers are discussed.

Notes

1. ¹Students in this study were resettled as refugees but because they have already lived in the United States for over a year, they are no longer considered to have refugee status. We use the term refugee students in this article to recognize their previous refugee status and distinguish them from other immigrants.

2. ²In this study we use Burma instead of Myanmar to reflect the way in which the participants referred to this geographic space.

Additional information

Notes on contributors

Verónica E. Valdez

Dr. Verónica E. Valdez is affiliated with the department of Education, Culture & Society at the University of Utah.

Delila Omerbašić

Dr. Delila Omerbašić is affiliated with the English Department at Tulane University.