Pedagogies最新文献_第3页

Translanguaging and multimodality as flow, agency, and a new sense of advocacy in and from the Global South 跨语言和多模态作为流动，代理，以及来自全球南方的一种新的倡导意识

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Pedagogies Pub Date : 2022-10-02 DOI: 10.1080/1554480X.2022.2143089

Raúl Alberto Mora, Zhongfeng Tian, R. Harman

引用次数: 5

Orchestrating multimodal resources in English language teaching: a critical study of an online English teaching video 英语教学中多模式资源的编排——一个在线英语教学视频的批判性研究

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Pedagogies Pub Date : 2022-10-02 DOI: 10.1080/1554480X.2022.2139257

W. Ho, D. Feng

{"title":"Orchestrating multimodal resources in English language teaching: a critical study of an online English teaching video","authors":"W. Ho, D. Feng","doi":"10.1080/1554480X.2022.2139257","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2139257","url":null,"abstract":"ABSTRACT This study develops a framework that integrates multimodality and translanguaging to analyze meaning-making in an online English teaching video. We consider pedagogy as more than teaching approaches and methods, but as a process of design that is realized by the orchestration of multimodal semiotic resources. In terms of multimodal analysis, we systematically transcribed the configuration of resources used in different stages and moves of an online English teaching video on YouTube, and how they work together to achieve the objectives of the lesson. From a translanguaging perspective, we employ the notion of “orchestration” to understand how resources in the teacher’s repertoire work together. The analysis demonstrates how multimodal resources are intertwined to construct meaning that cannot be captured by studying them in isolation. A critical analysis of the video was conducted to determine the extent to which translanguaging pedagogy and raciolinguistic ideologies are found in the video. The study concludes that not only is it important to consider multimodal design of online videos; the social justice agenda of a translanguaging pedagogy that eschews native-speaker norms and raciolinguistic ideologies is equally important, especially for learners from diverse linguacultural backgrounds.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47644157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Translanguaging flows in Chinese word instruction: Potential critical sociolinguistic engagement with children’s artistic representations of Chinese characters 汉语词汇教学中的译语流:儿童汉字艺术表现的潜在批判性社会语言学参与

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Pedagogies Pub Date : 2022-10-02 DOI: 10.1080/1554480X.2022.2139261

Zhongfeng Tian, S. Lau

{"title":"Translanguaging flows in Chinese word instruction: Potential critical sociolinguistic engagement with children’s artistic representations of Chinese characters","authors":"Zhongfeng Tian, S. Lau","doi":"10.1080/1554480X.2022.2139261","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2139261","url":null,"abstract":"ABSTRACT Translanguaging (TL) theory underscores individuals’ agentive deployment of all semiotic resources to construct meaning, highlighting language as part of an integrated repertoire for communication. To explore the potential of pedagogical TL in Chinese vocabulary instruction, this paper focused on one Chinese Language Arts lesson from a larger study on TL pedagogies in a multiethnic Grade 3 Mandarin-English dual language bilingual education classroom in a U.S. public school. The teacher in this lesson provided an explicit instruction on word origins andknowledge and then students were encouraged to use their imagination to create visual narratives of different Chinese characters based on their orthography and semantics. We performed a fine-grained analysis of the teacher’s instructional practice and a multimodal analysis of children’s Chinese character art as a visual narrative. We found that the teacher engaged in TL practices, mobilizing a range of multimodal, multilingual and multisensory resources to facilitate the co-construction of meaning with students. We also saw that the students’ word art design – the crossing between linguistic and visual signs – index their funds of knowledge and sociocultural values, which could potentially open up spaces for more critical discussions on the complex intersections of language, culture and beliefs.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47279127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Systemic functional multimodal discourse analysis: multimodal composing and civic agency of multilingual youth 系统功能多模态语篇分析:多语青年的多模态构成与公民能动性

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Pedagogies Pub Date : 2022-10-02 DOI: 10.1080/1554480X.2022.2139258

R. Harman, K. Bui, Lourdes Cardozo-Gaibisso, Max Vázquez Domínguez, Cory A. Buxton, Shuang Fu

引用次数: 1

Translanguaging within multimodal composition products and processes: A systematic review 多模态合成产品和过程中的译语:系统回顾

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Pedagogies Pub Date : 2022-10-02 DOI: 10.1080/1554480X.2022.2139256

M. Pacheco, Blaine E. Smith, Eva Combs, Natalie A. Amgott

{"title":"Translanguaging within multimodal composition products and processes: A systematic review","authors":"M. Pacheco, Blaine E. Smith, Eva Combs, Natalie A. Amgott","doi":"10.1080/1554480X.2022.2139256","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2139256","url":null,"abstract":"ABSTRACT Digital multimodal composition affords emergent bilingual students (EBs) distinct opportunities to engage with content, develop aspects of identity, and learn about new technology and composing processes. Multimodal composition also offers opportunities for students to leverage the full range of their linguistic repertoires. This study seeks to better understand how EBs deploy, mesh, and orchestrate varied linguistic resources in composing processes and products. More specifically, it systematically analyzes the empirical research on multimodal composing and adolescent EBs, attending to ways that students translanguage within composing processes and products. In composing processes, EBs translanguaged to access and establish information, collaborate with classmates, and interact with communities. In composing products, EBs translanguaged to express identity, add nuance to and augument meaning, and engage audiences. Implications for classroom practice and theories of composition and translanguaging are then discussed, suggesting the importance of pedagogy that is designed for and responsive to students’ language practices.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44222603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers inquiring into translanguaging and multimodal pedagogies: emerging creative and critical entanglements during transnational professional development 探究跨语言和多模态教学法的教师:跨国专业发展中出现的创造性和批判性纠缠

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Pedagogies Pub Date : 2022-10-02 DOI: 10.1080/1554480X.2022.2139259

Rosa Alejandra Medina Riveros, Maria José Botelho, T. Austin, Diana Angélica Parra Pérez

{"title":"Teachers inquiring into translanguaging and multimodal pedagogies: emerging creative and critical entanglements during transnational professional development","authors":"Rosa Alejandra Medina Riveros, Maria José Botelho, T. Austin, Diana Angélica Parra Pérez","doi":"10.1080/1554480X.2022.2139259","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2139259","url":null,"abstract":"ABSTRACT Our reflexive study responds to the need for learning about translanguaging and multimodality as entangled pedagogies in non-English-dominant contexts from teachers’ perspectives. This conceptual-empirical article re-examines a yearlong ethnographic study which traced how a community of seven in-service English language teachers in Colombia and the United States collaborated online and in person to make sense of and use translanguaging and multimodal pedagogies innovatively. Drawing on the notion of entanglements (assemblages of interconnections, events, people, practices, and resources that reveal tensions and translanguaging and multimodalities), we conceptualize them as enmeshed with social contexts. We ask, “What entanglements emerge when teachers implement translanguaging and multimodal pedagogies to enrich their practice in a context with inequitable access? Data sources include bilingual interviews, fieldnotes, and teacher-produced multimodal texts. We use dialogic reflexivity and vignettes to discuss teachers’ creation of new entanglements of translanguaging and multimodal pedagogies within the constraints of their setting. Emerging insights include 1) awareness of unequal access; 2) critical use of multimodalities and translanguaging for advocacy; 3) understandings of translanguaging and multimodalities for equitable access; and 4) translanguaging and multimodal pedagogies as creative, assemblages of interconnections, events, people, practices, and resources. These entangled pedagogies enabled teachers’ creativity and criticallity.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45268468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reconceptualizing semiotic resources in the eco-social system of an online language tutoring course 在线语言辅导课程生态社会系统中符号资源的再认识

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Pedagogies Pub Date : 2022-10-02 DOI: 10.1080/1554480X.2022.2139260

Qinghua Chen, Angel M. Y. Lin

引用次数: 0

Lifelong informal language learning in the digital age: An ecological perspective on three learners’ learning journeys 数字时代的终身非正式语言学习：三个学习者学习历程的生态学视角

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Pedagogies Pub Date : 2022-09-19 DOI: 10.1080/1554480x.2022.2124998

Cheryl Wei‐yu Chen

引用次数: 1

Analysis of 31 Taiwanese EFL undergraduates’ designs and implementations of contextualized language instruction as service learning: A case study 31名台湾EFL本科生情境化语言教学服务学习的设计与实施分析