Slide 1 (Title) Carousel introduction posing a question about moving teacher education beyond classrooms into multilingual community contexts. Slide 2 (Purpose) Slide outlining the FLOA initiative, which integrates community-based observation into teacher education to center multilingual families’ linguistic and cultural resources.
Slide 3 (Framing the Challenge) Slide highlighting the gap between monolingual teacher preparation models and the multilingual realities of contemporary classrooms. Slide 4 (What Preservice Teachers Learn) Slide describing how FLOA supports preservice teachers’ critical thinking and pedagogical development through engagement with multilingual families.
Slide 5 (Ongoing Challenge) Slide discussing persistent challenges in implementing asset-based approaches, including dominant language ideologies and limitations of field placements. Slide 6 (Call to Action) Slide emphasizing the need for community-based learning and raciolinguistic inquiry as core components of teacher preparation programs.
Slide 7 (Reflective Prompt) Slide prompting educators to consider what fundamental change in teacher education might look like to support epistemic justice and inclusive literacies. Slide 8 (Article Information) Slide providing article title, publication details for Volume 74 of Literacy Research: Theory, Method & Practice, and a QR code for access.
❓ What happens when teacher education moves into multilingual communities?
👉 Inspired by Min-Seok Choi and Jungmin Lee’s study, this graphic shows how preservice teachers learn from families, rethink literacy, and challenge monolingual assumptions through community-based experiences.
