Recapturing language teachers' beliefs through multiple interpretations of visual narratives

Abstract

This is an experimental study with the aim of rethinking language teachers’ beliefs through multiple perspectives in the interpretation of visual narratives. Three teachers of different languages individually analyzed the same visual narratives drawn by first-year university students entitled “I am studying English.” Their interpretations were brought together to compare them, thereby relativizing each teacher’s beliefs about language learning and teaching. Different interpretations of the same visual narratives reflect the different beliefs of each teacher in interpreting the “uncoded iconic message” of the visuals. Narrative analysis through the use of questionnaires and interviews is already well known as a method for capturing the beliefs of teachers. However, the co-constructive method, in which different interpretations of the same visual narratives are positively captured in the analysis of visual narratives and the differences in interpretation are compared, is useful for exploring one’s own inner beliefs. This method can be useful in teacher training courses and workshops to discuss interpretations and reinterpretations of beliefs among teachers of different languages.