通过数字多模态写作促进英语学生的公民参与

IF 2.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lianjiang Jiang
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引用次数: 12

摘要

摘要尽管越来越多的人呼吁二语/外语教师将他们在课堂上教授的单词与学生在课堂外参与的世界联系起来,但二语/英语学生在语言课程中参与公民参与的机会仍然有限。本研究利用中国数字多模式作曲(DMC)课程中学生创作的视频,报道了学生在DMC过程中CP的表现。来自学生创作的视频、课堂观察和采访的数据显示,学生们将DMC用于三种形式的CP,包括倡导性歧视、为贫困留守儿童筹款,以及促进公民学习与疾病相关的知识和保护措施。研究结果还表明,这些形式的CP表现在学生对视频和视觉的创造性混合,以及基于他们真实的关注和社区体验对学生产生的叙述进行巧妙的分层。讨论了DMC如何在语言课程中促进学生CP的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
7.00
自引率
5.70%
发文量
28
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.
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