Multimodal Self-Authoring Across Bi/Multilingual Educator and Student Learning Spaces

Drawing on sociocultural perspectives, this article illustrates the potential for extending figured worlds through cultural artifacts. Using thematic and multimodal analysis, the authors first compare how spaces of authoring were produced in two professional development settings: Proyecto BilingA 1/4e and Critical Education Studies. Following one educator from each of these settings into a classroom and into digital spaces respectively, the authors then compare the multimodal cultural artifactsjourney boxes and digital iJourneysproduced by their bi/multilingual students. The findings show the importance of producing spaces of authoring for identity negotiations and the role multimodal cultural artifacts play in embracing memories and lived experiences across figured worlds for both students and educators. Implications for teacher educators and bilingual teachers are discussed.