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Record Nr. |
UNINA9910482998303321 |
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Titolo |
Multimodal composing in K-16 ESL and EFL education : multilingual perspectives / / Dong-shin Shin, Tony Cimasko, Youngjoo Yi, editors |
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Pubbl/distr/stampa |
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Gateway East, Singapore : , : Springer, , [2021] |
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©2021 |
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ISBN |
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Descrizione fisica |
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1 online resource (220 pages) |
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Disciplina |
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Soggetti |
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English language - Study and teaching - Foreign speakers |
Anglès |
Ensenyament de llengües estrangeres |
Llibres electrònics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Intro -- Prologue -- Contents -- About the Editors -- Part I Theoretical and Methodological Issues in Researching Multimodal Composing -- 1 Multimodality in L2 Writing: Intellectual Roots and Contemporary Developments -- 1.1 Introduction -- 1.2 Multimodality and Its Intellectual Roots -- 1.3 From Multimodality to Transmodality -- 1.3.1 Multimodality and Repertoire -- 1.3.2 Multimodality and a Translingual Approach -- 1.4 Multimodality in L2 Writing -- References -- 2 Methodological Approaches to Examining Multimodal Composing -- 2.1 Introduction -- 2.2 Dominant Theoretical Frameworks in Multimodal Composing Research -- 2.2.1 Social Semiotics -- 2.2.2 Systemic Functional Linguistics -- 2.2.3 Multiliteracies and Sociocultural Theories -- 2.3 Various Research Designs in Multimodal Composing Research -- 2.3.1 Case Studies -- 2.3.2 Ethnography -- 2.3.3 Action Research -- 2.3.4 Design-Based Research or Design Experiment -- 2.3.5 Mixed Methods Research and Quantitative Research -- 2.4 Conclusion -- References -- Part II Multilingual Writers' Engagement with Multimodal Composing -- 3 Multimodal Composing in a Multilingual Classroom: Design-Based Research and Embodied Systemic Functional Linguistics -- 3.1 |
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Introduction -- 3.2 Theoretical Framework -- 3.2.1 SFL and Multimodality -- 3.2.2 Design-Based Research -- 3.3 Curriculum and Methodology -- 3.3.1 Research Context -- 3.3.2 Conjecture Map -- 3.3.3 Embodied Teaching-Learning Cycle -- 3.3.4 Data Collection -- 3.3.5 Data Analysis -- 3.4 Findings -- 3.4.1 Intertextual and Multimodal Patterns in Student Work -- 3.4.2 Challenges in Design and Implementation -- 3.5 Discussion and Implications -- 3.5.1 Multimodality, Agency, and Critical Literacy -- 3.5.2 DBR, High-Level Theories, and Future Iterations -- References -- 4 Multimodal and Multilingual Co-authoring in High School Social Studies ESL Classrooms. |
4.1 Introduction -- 4.2 Background Literature -- 4.2.1 Collaborative and Multimodal Writing -- 4.2.2 Translingual Writing -- 4.3 Methods -- 4.3.1 Research Context -- 4.3.2 Participants -- 4.3.3 Data Collection and Analysis -- 4.4 Findings -- 4.4.1 Civic Learning and Engagement Through Multimodal Composition -- 4.4.2 "Helping Immigrants" Screenplay -- 4.4.3 Affordance of Transnational Civic Identities -- 4.5 Discussion and Implications -- 4.5.1 Implications for Teaching -- References -- 5 "Dear Future Me": Connecting College L2 Writers' Literacy Paths to an Envisioned Future Self Through a Multimodal Project -- 5.1 Introduction -- 5.2 Social Semiotics in Multimodal Composing -- 5.3 Method -- 5.3.1 Participants and Setting -- 5.3.2 Data Sources, Procedures, and Analysis -- 5.4 Findings -- 5.4.1 Portrayal of Literate Selves Through Multimodal Composing -- 5.4.2 Orchestration of Multiple Modes for Meaning-Making and Self-expression -- 5.4.3 Intermodal Analysis -- 5.5 Discussion and Implications -- Appendix 1 -- Appendix 2 -- References -- Part III Affordances and Constraints of Multimodal Composing in Multilingual Contexts -- 6 Design and Opportunity in Critical Multilingual/Multimodal Composing Pedagogy -- 6.1 Introduction -- 6.2 Conceptual Framework -- 6.2.1 Decentering Language, Even in a Theory of Language Learning -- 6.2.2 Social Positioning Theory: Understanding Power and Identity in L2 Literacy Learning -- 6.2.3 Social Semiotic Theory: Understanding L2 Literacy as Weaving Together Multiple Modes of Communication -- 6.3 Methods -- 6.3.1 School and Classroom Context -- 6.3.2 Focal Student -- 6.3.3 Curricular Context -- 6.4 Data Collection and Analysis -- 6.5 Findings: Affordances of Multilingual/Multimodal Composing Pedagogy -- 6.5.1 Dynamic Composing Focused on Ideas Rather Than Forms. |
6.5.2 Multimodal Assembling Supports Resourceful Meaning-Making and Dynamic Identity Construction -- 6.6 Implications: Reframing "Literacy" to Privilege the Process, Not just the Product -- Appendix A -- Appendix B -- References -- 7 Expanding Meaning-Making Possibilities: Bilingual Students' Perspectives on Multimodal Composing -- 7.1 Introduction -- 7.2 Theoretical Framework -- 7.3 Related Research -- 7.4 Methods -- 7.4.1 The Setting and Participants -- 7.4.2 Multimodal Composing Units -- 7.4.3 Data Collection -- 7.4.4 Data Analysis -- 7.5 Findings -- 7.5.1 Conceptualizing Through Multiple Modes -- 7.5.2 Innovative Meaning-Making Through Multiple Modes -- 7.5.3 Identity Expression Through Multiple Modes -- 7.5.4 Contextualizing Literature Through Multiple Modes -- 7.5.5 Constraints with Multimodal Composing -- 7.6 Discussion and Conclusion -- References -- 8 Exploring Pre-service EFL Teachers' Learning of Reflective Writing from a Multimodal Composing Perspective: From Inter-semiotic Complementarity to the Learning Transfer of Genre Knowledge -- 8.1 Introduction -- 8.2 Literature Review -- 8.2.1 Multimodality: Design Approach and Inter-semiotic Complementarity -- 8.2.2 Transfer in L2 Writing: Genre Knowledge |
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and Awareness -- 8.3 Methodology -- 8.3.1 Context and Participants -- 8.3.2 Curriculum -- 8.3.3 Data Collection and Analysis -- 8.4 Findings and Discussion -- 8.4.1 Participants' Multimodal Artifacts and Reflection Papers: Inter-semiotic Connections -- 8.4.2 Participants' Acquisition of the Reflection Genre: Learning Transfer -- 8.5 Conclusion and Implications -- Appendix -- References -- Part IV Pedagogical Issues Concerning Employing Multimodal Composition Pedagogy -- 9 Designing a Better Place: Multimodal Multilingual Composition -- 9.1 Introduction -- 9.2 Theoretical Lenses -- 9.2.1 Genre-Based Pedagogy and Systemic Functional Linguistics. |
9.2.2 Social Semiotic Theories of Multimodality -- 9.3 Methodology -- 9.3.1 Research Context -- 9.3.2 Data Collection and Analysis -- 9.4 Findings -- 9.4.1 Pedagogical Process -- 9.4.2 Multimodal Multilingual Composition Process -- 9.4.3 Role of Audience -- 9.5 Implications -- Appendix -- References -- 10 Development of Literacies Through Multimodal Writing in L2 Classrooms: Challenges and Prospects for Teachers -- 10.1 Introduction -- 10.2 Literature Review -- 10.3 Research Questions -- 10.4 Methodology -- 10.4.1 Case-1 -- 10.4.2 Case-2 -- 10.5 Results of the Studies -- 10.5.1 Findings from Case-1 -- 10.5.2 Findings from Case-2 -- 10.6 Discussion -- 10.6.1 Impacts of Multimodal Composing on In- and Out-of-School Literacies -- 10.6.2 Pedagogical Issues Concerning Multimodal Composition -- 10.7 Conclusion -- References -- 11 Living the Narrative: Multimodal Blogging by Chilean University EFL Students -- 11.1 Blogs as Multimodal Composition -- 11.2 The Project: "My Life with Freddy" -- 11.2.1 Context -- 11.2.2 Participants -- 11.2.3 Intervention -- 11.2.4 Research Questions -- 11.2.5 Data Collection and Analysis -- 11.3 Findings -- 11.3.1 Multimodal Representation -- 11.3.2 Creativity and Humor -- 11.4 Discussion -- 11.5 Conclusion and Implications -- Appendix -- References -- Epilogue: Moving Forward: Towards the Transformation of L2 Writing Education for Multilinguals' Multimodal Composing -- Introduction -- Contributions to Multilingual Research on Multimodal Composing -- Theoretical and Methodological Issues -- Multilingual Writers' Engagement with Multimodal Composing -- Affordances and Constraints of Multimodal Composing -- Innovating Multimodal Pedagogy and Teacher Knowledge -- Future Directions and Implications -- References. |
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