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- W4312526808 abstract "Although there has been a growing focus on the intersection of intercultural understanding, identity and multilingualism among learners of languages, our understanding of how these three constructs influence the learning journey of pre-service language teachers is still limited. In this chapter, we examine the evolving pre-service teacher identities of three aspiring language teachers as they traverse the pre-service education phase of their career preparation. As part of a wider mixed-methods study we analysed interviews with pre-service teachers, which were conducted pre- and post-placement in schools using the five sub-categories of the multilingual identity approach to intercultural understanding (Fielding, 2021). These explorations of pre-service language teacher identity development can not only help inform initial teacher education and subsequent school support practices, but also be a productive way for pre-service teachers to engage with the complexity of intercultural understanding, identity and multilingualism so that they are then empowered to support their future language students to engage in a participatory approach to student multilingual identity." @default.
- W4312526808 created "2023-01-05" @default.
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- W4312526808 date "2022-01-01" @default.
- W4312526808 modified "2023-09-27" @default.
- W4312526808 title "Pre-service Language Teachers’ Multilingual Identities—Linking Understandings of Intercultural Language Learning with Evolving Teacher Identity" @default.
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- W4312526808 doi "https://doi.org/10.1007/978-981-19-5848-9_7" @default.
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