{"title":"通过数字多模态写作促进英语学生的公民参与","authors":"Lianjiang Jiang","doi":"10.1080/07908318.2021.1942032","DOIUrl":null,"url":null,"abstract":"ABSTRACT Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-authored videos, classroom observation, and interviews reveal that the students used DMC for three forms of CP, including advocacy of the sexually discriminated, fundraising efforts for the left-behind children stricken by poverty, and promoting civic learning of disease-related knowledge and protection measures. The findings also reveal that these forms of CP were manifested by the students’ creative remixing of videos and visuals and ingenious layering of student-generated narrations based on their authentic concerns and community experiences. Implications on how DMC can be used to facilitate students’ CP in language curricula are discussed.","PeriodicalId":17945,"journal":{"name":"Language, Culture and Curriculum","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"12","resultStr":"{\"title\":\"Facilitating EFL students’ civic participation through digital multimodal composing\",\"authors\":\"Lianjiang Jiang\",\"doi\":\"10.1080/07908318.2021.1942032\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-authored videos, classroom observation, and interviews reveal that the students used DMC for three forms of CP, including advocacy of the sexually discriminated, fundraising efforts for the left-behind children stricken by poverty, and promoting civic learning of disease-related knowledge and protection measures. The findings also reveal that these forms of CP were manifested by the students’ creative remixing of videos and visuals and ingenious layering of student-generated narrations based on their authentic concerns and community experiences. Implications on how DMC can be used to facilitate students’ CP in language curricula are discussed.\",\"PeriodicalId\":17945,\"journal\":{\"name\":\"Language, Culture and Curriculum\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2021-08-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language, Culture and Curriculum\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1080/07908318.2021.1942032\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language, Culture and Curriculum","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/07908318.2021.1942032","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Facilitating EFL students’ civic participation through digital multimodal composing
ABSTRACT Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-authored videos, classroom observation, and interviews reveal that the students used DMC for three forms of CP, including advocacy of the sexually discriminated, fundraising efforts for the left-behind children stricken by poverty, and promoting civic learning of disease-related knowledge and protection measures. The findings also reveal that these forms of CP were manifested by the students’ creative remixing of videos and visuals and ingenious layering of student-generated narrations based on their authentic concerns and community experiences. Implications on how DMC can be used to facilitate students’ CP in language curricula are discussed.
期刊介绍:
Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.