Funds of Knowledge as Ways of Languaging: Podcasting in Teacher Education

Abstract

This chapter explores the integration of podcasting in teacher education as a means to challenge standard language ideologies and affirm students' diverse linguistic funds of knowledge. Drawing on sociolinguistic and sociocultural theories, it critiques the dominance of “standard” or “academic” language in educational settings, which often marginalizes students' natural, creative, and culturally rich ways of languaging. The chapter argues for a pedagogical shift that embraces multilingual and multimodal communication, highlighting the importance of recognizing all forms of language as valuable and integral to knowledge co-creation. Through the lens of a funds of knowledge perspective, the chapter details a practical approach where pre-service teachers engage in podcasting to reflect on and draw from their linguistic repertoires and cultural experiences. This hands-on method fosters a more inclusive and dynamic learning environment and empowers future educators to question monolingual norms and support their students' linguistic identities.