Critical intersubjectivity: Leveraging designed narratives to mitigate language ideologies in preservice teacher education

Abstract Language ideologies and their role in perpetuating linguistic discrimination remain critical concerns in language education research. While Critical Language Awareness has advanced our understanding of language and ideology’s cognitive dimensions, emotional experience is essential for creating meaningful impact. This study introduces a critical intersubjectivity framework emphasizing emotions in transforming awareness into experiential understanding. Using designed narrative prompts reflecting prevalent language ideologies in Hong Kong, the study investigated how preservice teachers emotionally and critically engage with scenarios of linguistic discrimination. Analysis revealed three types of engagement: noncritical responses, critical awareness without emotional connection, and critical experience demonstrating intersubjectivity. The findings highlight how instrumental views of language can impede the development of critical perspectives on linguistic discrimination. The study demonstrates that narrative’s effectiveness depends on creating authentic connections between readers’ experiences and depicted scenarios, particularly when stories evoke emotional responses that facilitate critical intersubjectivity. These insights contribute to understanding how teacher education programs can better prepare educators to address linguistic discrimination through approaches combining cognitive understanding and emotional experience.