Introduction

U.S. Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology: Bringing Heteroglossic and Global Approaches to TESOL Teacher Education

“…This study aimed to infuse multilingualism into language courses and creatively and critically engage teachers and students in the curriculum to challenge extant monolingual views on critical literacy, as suggested by Anderson and Macleroy (2016). In addition, the intent was to introduce PSTs into an international classroom to foster cross-cultural connections through digital storytelling (see also Green et al, 2017).…”

“…The MDST framework (Anderson & Macleroy, 2016) draws upon social, cultural, critical, digital, and multimodal theories as well as Bakhtin's (1981) theory of dialogism, focusing on heteroglossic approaches and the use of translanguaging (García, 2009). More particularly, MDST is grounded in the five principles of (a) critical literacy, 1 (b) sociocultural theory and dialogism or use of different viewpoints or texts, (c) multiliteracies framework, 2 (d) theories of additional language acquisition and multilingualism, and (e) principles and methods of community language teaching.…”

“…However, these projects have not taken heteroglossic approaches (Bakhtin, 1981) to MLs’ education to emphasize the appreciation of all languages and incorporate differing views and cultural practices embedded in the voice of “others” in teaching. Recent research has focused on multilingual digital storytelling (MDST) as a heteroglossic framework for teaching and learning (Anderson & Macleroy, 2016) because it allows the use of translanguaging strategies. MLs use their rich linguistic repertoires that include multiple languages as well as linguistic and non-linguistic modalities (e.g., drawings, video, and gestures) in communication.…”

“…The current study draws upon the theoretical framework of the MDST (Anderson & Macleroy, 2016) to examine the experiences of PSTs in the United States and elementary school students in Korea. First, we present the theoretical framework and literature review pertinent to the discussion of how MDST projects provide learning opportunities for teachers and students in various global contexts.…”

Digitizing the story-writing process for EFL primary learners: An exploratory study

“…Rapid technological advancement in recent decades has led to the emergence of stories published on the internet with rich illustrations and automatic read-to-me functions, which are often coined as 'digital stories'. Compared to printed storybooks, the creative genre and interactive nature of these stories are believed to be more appealing to children born in the digital era (Anderson & Macleroy, 2016). Digital stories have increasingly been adopted in primary schools over the past decade, where teachers utilize their built-in functions during whole-class or small-group reading sessions to cultivate both reading skills and digital literacy of their students (Coiro, 2020).…”