Preparing World Language Teachers for Multimodal Pedagogy in the Post-Pandemic Era.
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| Title: | Preparing World Language Teachers for Multimodal Pedagogy in the Post-Pandemic Era. |
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| Authors: | Zhang, Meixiu1 (AUTHOR) Meixiu.Zhang@ttu.edu |
| Source: | CALICO Journal. 2026, Vol. 43 Issue 2, p282-313. 32p. |
| Subject Terms: | *Teacher education, *Teaching methods, *Educators, *Digital literacy, *Language teachers, *Foreign language education, *Educational change, Digital technology |
| Abstract: | Although multiliteracies have become increasingly critical skills for language learners, research on preparing pre-service language educators for multimodal pedagogy is still very limited and has primarily focused on English language teachers (Li & Jiang, 2024). Focusing on a population largely underrepresented in the literature that includes pre/in-service teachers of the most widely taught world languages (e.g., Spanish, French, German, Mandarin Chinese), this study investigated the effects of integrating a pedagogical innovation entailing three empirically grounded multimodal projects into a language teacher education course, including collaborative reading, multimodal instructional material design, and multimodal composing. Drawing upon multiple data sources (i.e., reflection, surveys, and interviews) from eleven pre-service/in-service world language teachers, the study found that these multimodal projects enriched pre-service/in-service teachers' learning experience, expanded their repertoire of digital tools and task ideas, and effectively prepared them to accommodate diverse needs in different teaching modalities. Although pre-service/in-service teachers reported a technological choice overload in devising multimodal instructional materials, they also demonstrated openness to multimodal pedagogy in responding to the evolving landscape of language education. Pedagogical and research implications were discussed in terms of refining the ways of integrating multimodal pedagogy into language teacher education. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194944963 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preparing World Language Teachers for Multimodal Pedagogy in the Post-Pandemic Era. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Meixiu%22">Zhang, Meixiu</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Meixiu.Zhang@ttu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2026, Vol. 43 Issue 2, p282-313. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although multiliteracies have become increasingly critical skills for language learners, research on preparing pre-service language educators for multimodal pedagogy is still very limited and has primarily focused on English language teachers (Li & Jiang, 2024). Focusing on a population largely underrepresented in the literature that includes pre/in-service teachers of the most widely taught world languages (e.g., Spanish, French, German, Mandarin Chinese), this study investigated the effects of integrating a pedagogical innovation entailing three empirically grounded multimodal projects into a language teacher education course, including collaborative reading, multimodal instructional material design, and multimodal composing. Drawing upon multiple data sources (i.e., reflection, surveys, and interviews) from eleven pre-service/in-service world language teachers, the study found that these multimodal projects enriched pre-service/in-service teachers' learning experience, expanded their repertoire of digital tools and task ideas, and effectively prepared them to accommodate diverse needs in different teaching modalities. Although pre-service/in-service teachers reported a technological choice overload in devising multimodal instructional materials, they also demonstrated openness to multimodal pedagogy in responding to the evolving landscape of language education. Pedagogical and research implications were discussed in terms of refining the ways of integrating multimodal pedagogy into language teacher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194944963 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/calico-2026-0009 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 282 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Educators Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Language teachers Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Educational change Type: general – SubjectFull: Digital technology Type: general Titles: – TitleFull: Preparing World Language Teachers for Multimodal Pedagogy in the Post-Pandemic Era. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Meixiu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 07427778 Numbering: – Type: volume Value: 43 – Type: issue Value: 2 Titles: – TitleFull: CALICO Journal Type: main |
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