![]() En utilisant des méthodes d’études de cas ainsi qu’une théorie poststructuraliste de l’identité, cet article examine les implications d’une approche plurilingue orientée vers l’égalité pour les identités et les croyances changeantes des enseignants à propos des possibilités pédagogiques plurilingues de deux enseignantes en formation : une Canadienne chinoise et une Canadienne blanche. En se servant de la recherche en action critique, en tant qu’enseignantes, nous avons mis en place une approche plurilingue orientée vers l’égalité dans trois cours méthodologiques de littératie de formation initiale pour enseignants du primaire dans une université canadienne. Les approches plurilingues des formations initiales des enseignants promettent l’engagement critique vis-à-vis de la diversité linguistique, culturelle et raciale de manière égalitaire. Implications centre on the importance of greater critical engagement with systemic issues of race and Anglonormativity and the need for more systematic integration of equity-oriented plurilingual approaches throughout teacher education programs. Plurilingualism, in concert with multiliteracies, supported a Chinese Canadian pre-service teacher to develop a resource orientation to her own plurilingualism and racialized identity, while challenging a White English-dominant pre-service teacher to confront power inequities and her English-speaker privilege. Findings from an analysis of field notes, teacher education artefacts, and interview transcripts demonstrate that pre-service teachers’ linguistic and racial backgrounds shaped their learning and identity trajectories vis-à-vis plurilingualism, and that critical personal reflection and practicum experiences were key mediators of participants’ orientations towards plurilingual pedagogies. Using case study methods and a poststructuralist theory of identity, this paper examines implications of the equity-oriented plurilingual approach for the evolving teacher identities and beliefs about plurilingual pedagogical possibilities of two preservice teachers: one Chinese Canadian and one White Canadian. Employing critical action research, we as teacher educators implemented an equity-oriented plurilingual approach across three literacy methods courses for pre-service elementary teachers at one Canadian university. Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. ![]()
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