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

Oct 15, 2026

Purpose: Explore how educational technology shaped a preparatory teacher education program through heteroglossic and global approaches. Design/Approach/Methods: Grounded in multilingual digital storytelling (MDST), the qualitative case study examined experiences of 11 U.S. preservice teachers and 12 multilingual learners in Korea within an MDST project in a TESOL methods course. Findings: Participants increased appreciation for educational technology, multilingualism, and intercultural awareness, yet persisted with traditional discourses privileging English and faced challenges using technological tools.

LanguageEnglish

CategoryResearch & Report

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Pages25

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Abstract

Purpose

Design/Approach/Methods

Findings

Originality/Value

Keywords

Introduction

Educational technology and intercultural competence

Background on digital literacy and digital story projects

Multilingual digital storytelling (MDST) and heteroglossia

U.S. Preservice Teachers Learning With Multilingual Learners in Korea Through Educational Technology: Bringing Heteroglossic and Global Approaches to TESOL Teacher Education Ji Hye Shin (신지혜) Georgia State University Jayoung Choi (최자영) Kennesaw State University Tuba Angay-Crowder Kennesaw State University Nihal Khote (निहाल खोटे) Kennesaw State University ECNU Review of Education 2024, Vol. 7(2) 308–332 © The Author(s) 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231183004](DOI: 10.1177/20965311231183004)[ ](DOI: 10.1177/20965311231183004)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Abstract Purpose: This study aimed to explore how educational technology inﬂuenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Corresponding author: Ji Hye Shin, 30 Pryor Street SW Atlanta, GA 30303, USA. Email: [jshin17@gsu.edu](jshin17@gsu.edu) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as speciﬁed on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). Findings: The ﬁndings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs’ home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship. Keywords Digital story project, educational technology, heteroglossic approach, multilingual learners, TESOL teacher education Date received: 27 February 2022; revised: 30 September 2022; accepted: 1 March 2023 Introduction Digital technologies with innovative and critical approaches offer meaningful teaching and learning opportunities, such as connecting local and global communities, expanding students’ worldviews, and promoting intercultural understanding and anti-bias education. Attaining intercultural competence through these opportunities is an educational goal required by national standards (e.g., the International Society for Technology in Education [ISTE]) in the United States; however, pre-service teachers (PSTs) often do not receive enough support and knowledge to become globally minded intercultural educators, especially as the creation of a globalized curriculum for students—including multilingual learners (MLs)—through innovative digital literacy practices is rare (Jiang et al., 2021; Leh et al., 2015) . Although studies have focused on how PSTs learn through multimodal, digital, and multi

FAQs

What is the purpose of the study described in the abstract?

The study aims to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches.

What methodology and participants were involved?

The study uses a qualitative case study based on multilingual digital storytelling (MDST), involving 11 U.S.-based preservice teachers and 12 multilingual learner elementary students in Korea.

What challenges affected participants’ perceptions of the project?

Participants faced challenges navigating technological tools, and these challenges negatively affected their perception of the project.

Oct 15, 2026

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