Pub Date : 2022-10-02DOI: 10.1080/1554480X.2022.2143089
Raúl Alberto Mora, Zhongfeng Tian, R. Harman
the most part in narrow, white-Eurocentric terms, when in fact our bilingual students were much more developed linguistically, but also historically, philo-sophically, geographically, politically, and scientifically [. . .] As teacher educators we have also been challenged with the lack of attention to racialized bilingual students, whom teachers evaluate only through what they can do in English. And we have witnessed the stigmatizing effects of language policies in schools that work against the students’ bilingualism, policies that are found even in bilingual and heritage language education programs
{"title":"Translanguaging and multimodality as flow, agency, and a new sense of advocacy in and from the Global South","authors":"Raúl Alberto Mora, Zhongfeng Tian, R. Harman","doi":"10.1080/1554480X.2022.2143089","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2143089","url":null,"abstract":"the most part in narrow, white-Eurocentric terms, when in fact our bilingual students were much more developed linguistically, but also historically, philo-sophically, geographically, politically, and scientifically [. . .] As teacher educators we have also been challenged with the lack of attention to racialized bilingual students, whom teachers evaluate only through what they can do in English. And we have witnessed the stigmatizing effects of language policies in schools that work against the students’ bilingualism, policies that are found even in bilingual and heritage language education programs","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":"44438043","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}
Pub Date : 2022-10-02DOI: 10.1080/1554480X.2022.2139257
W. Ho, D. Feng
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.
{"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}
Pub Date : 2022-10-02DOI: 10.1080/1554480X.2022.2139261
Zhongfeng Tian, S. Lau
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.
{"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}
Pub Date : 2022-10-02DOI: 10.1080/1554480X.2022.2139258
R. Harman, K. Bui, Lourdes Cardozo-Gaibisso, Max Vázquez Domínguez, Cory A. Buxton, Shuang Fu
ABSTRACT In our civic engagement afterschool program in the southeast of the United States, our youth and adult participants used a wide range of modalities including mapping, rapping, drawing, and performance to construct and convey their unique visions of school and community spaces. The purpose of this methodological paper is to explore systemic functional multimodal discourse analysis (SF MDA) as a potential resource to gauge the effectiveness of such humanizing and multimodal spaces in positioning youth as civic leaders. Data collected for this study included curriculum materials, descriptive field notes, and video recordings of the multimodal processes of focal youth across five program modules. Informed by an SF MDA perspective, our multimodal transcriptions illustrate how youth participants engaged in an intersemiotic complementarity of modalities and languages to share their insights and enact civic identities.
{"title":"Systemic functional multimodal discourse analysis: multimodal composing and civic agency of multilingual youth","authors":"R. Harman, K. Bui, Lourdes Cardozo-Gaibisso, Max Vázquez Domínguez, Cory A. Buxton, Shuang Fu","doi":"10.1080/1554480X.2022.2139258","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2139258","url":null,"abstract":"ABSTRACT In our civic engagement afterschool program in the southeast of the United States, our youth and adult participants used a wide range of modalities including mapping, rapping, drawing, and performance to construct and convey their unique visions of school and community spaces. The purpose of this methodological paper is to explore systemic functional multimodal discourse analysis (SF MDA) as a potential resource to gauge the effectiveness of such humanizing and multimodal spaces in positioning youth as civic leaders. Data collected for this study included curriculum materials, descriptive field notes, and video recordings of the multimodal processes of focal youth across five program modules. Informed by an SF MDA perspective, our multimodal transcriptions illustrate how youth participants engaged in an intersemiotic complementarity of modalities and languages to share their insights and enact civic identities.","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":"48852701","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}
Pub Date : 2022-10-02DOI: 10.1080/1554480X.2022.2139256
M. Pacheco, Blaine E. Smith, Eva Combs, Natalie A. Amgott
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.
{"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}
Pub Date : 2022-10-02DOI: 10.1080/1554480X.2022.2139259
Rosa Alejandra Medina Riveros, Maria José Botelho, T. Austin, Diana Angélica Parra Pérez
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.
{"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}
Pub Date : 2022-10-02DOI: 10.1080/1554480X.2022.2139260
Qinghua Chen, Angel M. Y. Lin
ABSTRACT Translanguaging and trans-semiotizing research has problematized the static view of language and argued that meaning making is a dynamic, material, social, and historical process across multiple timescales in complex eco-social systems. The second author proposed the concept of trans-semiotizing as an alternative lens to study language teaching and learning. In this autoethnographic study, the dynamic processes of online language learning and teaching are examined by analysing the semiotic resources, trans-semiotic practices, and the coordination of different semiotic resources. To capture such dynamic processes and the semiotic resources involved, the first author setup multiple cameras and used screen recording to document my teaching. Data include recordings of my computer screens, video recordings of my physical environment, facial expressions, body movements, screen shots of my social media posts, and my teaching notes. We draw on Lemke’s dynamic eco-social system concept to discuss how semiotic resources are used in online language teaching and learning across different timescales.
{"title":"Reconceptualizing semiotic resources in the eco-social system of an online language tutoring course","authors":"Qinghua Chen, Angel M. Y. Lin","doi":"10.1080/1554480X.2022.2139260","DOIUrl":"https://doi.org/10.1080/1554480X.2022.2139260","url":null,"abstract":"ABSTRACT Translanguaging and trans-semiotizing research has problematized the static view of language and argued that meaning making is a dynamic, material, social, and historical process across multiple timescales in complex eco-social systems. The second author proposed the concept of trans-semiotizing as an alternative lens to study language teaching and learning. In this autoethnographic study, the dynamic processes of online language learning and teaching are examined by analysing the semiotic resources, trans-semiotic practices, and the coordination of different semiotic resources. To capture such dynamic processes and the semiotic resources involved, the first author setup multiple cameras and used screen recording to document my teaching. Data include recordings of my computer screens, video recordings of my physical environment, facial expressions, body movements, screen shots of my social media posts, and my teaching notes. We draw on Lemke’s dynamic eco-social system concept to discuss how semiotic resources are used in online language teaching and learning across different timescales.","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":"48404179","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}
Pub Date : 2022-09-19DOI: 10.1080/1554480x.2022.2124998
Cheryl Wei‐yu Chen
{"title":"Lifelong informal language learning in the digital age: An ecological perspective on three learners’ learning journeys","authors":"Cheryl Wei‐yu Chen","doi":"10.1080/1554480x.2022.2124998","DOIUrl":"https://doi.org/10.1080/1554480x.2022.2124998","url":null,"abstract":"","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42564991","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}
Pub Date : 2022-09-13DOI: 10.1080/1554480x.2022.2122977
C. Chien
{"title":"Analysis of 31 Taiwanese EFL undergraduates’ designs and implementations of contextualized language instruction as service learning: A case study","authors":"C. Chien","doi":"10.1080/1554480x.2022.2122977","DOIUrl":"https://doi.org/10.1080/1554480x.2022.2122977","url":null,"abstract":"","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49494238","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}
Pub Date : 2022-08-02DOI: 10.1080/1554480x.2022.2106233
Stefania Giamminuti, J. Merewether
{"title":"The Reggio Emilia atelier as a place of disruption: remaking pedagogical alliances through aesthetics and experimentation","authors":"Stefania Giamminuti, J. Merewether","doi":"10.1080/1554480x.2022.2106233","DOIUrl":"https://doi.org/10.1080/1554480x.2022.2106233","url":null,"abstract":"","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44287808","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}
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