Multimodal Autobiographies As Sites Of Identity Construction In Second-Language Teacher Education

Abstract

This article outlines a project that explores the role of multimodal storytelling in the construction of second-language teachers’ identities. Specifically, it focuses on the experience of one teacher in training. It argues that narrative spaces not only provide the opportunity for reflection, but also function as sites of empowerment and emergent agency.

Publication Date

1-2-2017

Publication Title

a/b: Auto/Biography Studies

Volume

32

Issue

1

Number of Pages

39-53

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/08989575.2016.1222493

Socpus ID

85007575675 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85007575675

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