Developing Student Teachers' Academic Language in Collaborative and Reflective Multimodality-Assisted Content Learning inanIndonesian Initial Teacher Education (ITE) Context

摘要

This article discusses the evidence from recent classroom research where 70 student teachers learned statistics for second language research course to develop new ways of embedding technology for content learning. This research also reports on findings of qualitative investigation into the use of online and offline resources for content practice coupled with reflective practice and photo voice. Drawn from Braun and Clark's thematic analysis, it seeks to situate how this content learning is pedagogically enacted in the Indonesian ITE context. Grounded in action learning (AL), the study examines on how much intermediate-level English student teachers engaged in collaborative and reflective activities over a period of 12 weeks. Throughout the project, 70 student teachers participated in four main activities, including (1) video viewing, personalizing digital dictionaries, corpus or glossaries as semiotic mediation facilitated a meaning making process, (2) creating a graphic organizer used to discuss complex concepts and clarify the statistics term meaning, (3) listing the key concepts by using learning logs (grammar, reading, and vocabulary logs) and, (4) presenting reflective practice and photo voice. The study's findings suggest that even though the participants encountered content and language-related difficulties in the beginning, they were positive about technology-assisted collaborative and reflective activities in content and language learning. This study proposes that multimodal pedagogy has the potential to promote student teachers' academic language of content area in EAL classroom context and that these alternative teaching tools are needed in contemporary times for reading, navigating, viewing, intertextualizing, and resemiotizing in content and language learning.