Document Type


Publication Title

The New Educator

Publication Date



Sociolinguistic scales, scaling practices, teacher learning, teacher identity, positioning, student teaching


This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and applied linguistics, the illustrative scalar analyses move beyond linguistic understandings of discourse to also include embodied discourse and materiality as central to understanding complexities of teaching and teacher learning. Implications are presented for research and practice.

Funding Source

This work was supported by the Spencer Foundation [200600146].


First published in The New Educator,

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (, which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.



Handsfield_Supplemental_utne_a_2269250_sm0453.docx (749 kB)
Supplemental Materials

Included in

Education Commons