The Art of 'Landguaging' in the City: Teacher Reflection for Inclusive Linguistic Futures

Asynchronous Brief Paper ID: 61409
  1. aaa
    Rhonda Chung
    Concordia University
  2. Walcir Cardoso
    Concordia University

Abstract: Access to multiple speakers (i.e., variation) is linked to robust and accurate language learning, yet second language (L2) classrooms continue to promote monolingual (e.g., English-only) policies, through standardized language use in mass media discourse. Despite decades of calls for more inclusion, variation continues to be lacking in the L2 classroom. In Canada, this resistance can be traced to the Eurocentric foundation of teaching programs, which focus on the acquisition of the colonial languages: English and French. Using art-based methodologies of portraiture and autobiography in teacher reflection research, a four-step, 90-minute online workshop is being piloted to observe how pre-service and in-service instructors react to land-sensitive understandings of their language teaching and learning experiences. Data collected from attendees’ art responses and exit surveys are used to better understand instructors' unsettling process away from monolingual pedagogical practices towards an inclusive curriculum, and inform the ongoing development of this autobiographical 'landguaging' portrait.


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