Study and methods
Discourse and thematic analysis of 777 memes in stories created by 84 preservice teachers from pedagogy and linguistics cohorts.
Key findings
- The cohorts express different emphases in learning experiences, teaching aspirations and anxieties.
- Humour and translingual choices reveal aspects of identity that can inform reflective work in teacher education.
The findings are grounded in two cohorts; adapting the activity requires attention to participants and context.
How this work can be used
Use this paper to inform research on teacher identity or to consider Story by Memes as a reflective narrative activity alongside existing teacher-education practices.
Cite this article
Vázquez-Calvo, B., Paz-López, A., & Rey-Godoy, S. (2025). Memes and identity in language teacher education. Language Learning & Technology, 29(1), 1–27. https://doi.org/10.64152/10125/73620
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Publication details and access links checked 2026-10-07. Source record.