About this article
This article examines memes as multimodal artifacts through which preservice language teachers construct, negotiate and represent professional and learner identities.
The study connects memes with digital literacies, humor, multimodality, narrative expression and teacher identity. It treats memes not only as humorous digital texts, but also as meaningful semiotic resources for reflection, positioning and pedagogical inquiry in language teacher education.
The article contributes to conversations on digital literacies and language teacher education by showing how meme-based practices can make visible students’ beliefs, experiences, anxieties and imagined futures as language learners and future teachers.
Suggested citation
Vázquez-Calvo, B. (2025). Memes and identity in language teacher education. Language Learning & Technology.