Negotiating Polycentric Power Dynamics in China through Digital Multimodal Composing

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-08-16 DOI:10.1002/tesq.3252

Ya Zuo, Fangzhi He

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引用次数: 0

Abstract

Digital multimodal composing (DMC) has been receiving increasing attention in the research on English as an additional language (EAL) instruction in higher education. While this approach responds to students' changing writing practices in the digital world, it can create tension with mandated curricula and high‐stakes testing regimes that prioritize print‐based essay writing as in China. However, little research has explored the possibility of negotiating the tension and bridging DMC and print‐based writing through instructional design. This article reports an instrumental case study that investigates a university instructor's pedagogical approach of using DMC in an academic literacy classroom in China. Through qualitative inductive analysis and multimodal analysis, this study identifies five centers of polycentric power relations and explores how and why the instructor designed, implemented, and evaluated the DMC project to leverage students' digital literacy interests, meet the goals of the national English curriculum, and prepare students for the standardized tests. We argue that she served as a digital literacy broker who not only harnessed students' passion for digital communication but also fulfilled the requirements of different centers.

查看原文本刊更多论文

通过数字多模态组合协商中国的多中心权力动态

数字多模态写作(DMC)在高等教育英语教学研究中越来越受到关注。虽然这种方法回应了学生在数字世界中不断变化的写作习惯，但它可能会与强制性课程和高风险的测试制度产生紧张关系，这些制度优先考虑以印刷为基础的论文写作，如在中国。然而，很少有研究探索通过教学设计来协调DMC和印刷写作之间的紧张关系和桥梁的可能性。本文报告了一个工具性案例研究，调查了中国大学教师在学术素养课堂上使用DMC的教学方法。通过定性归纳分析和多模态分析，本研究确定了多中心权力关系的五个中心，并探讨了教师如何以及为什么设计、实施和评估DMC项目，以利用学生的数字素养兴趣，满足国家英语课程的目标，并为学生准备标准化测试。我们认为，她作为一个数字素养经纪人，不仅利用了学生对数字交流的热情，而且满足了不同中心的要求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.