{"title":"通过数字多模态组合协商中国的多中心权力动态","authors":"Ya Zuo, Fangzhi He","doi":"10.1002/tesq.3252","DOIUrl":null,"url":null,"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.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Negotiating Polycentric Power Dynamics in China through Digital Multimodal Composing\",\"authors\":\"Ya Zuo, Fangzhi He\",\"doi\":\"10.1002/tesq.3252\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":48245,\"journal\":{\"name\":\"Tesol Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-08-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tesol Quarterly\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1002/tesq.3252\",\"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":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3252","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Negotiating Polycentric Power Dynamics in China through Digital Multimodal Composing
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.
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.