新兴双语学生的脚手架式多模式作文

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Literacy Research Pub Date : 2021-05-10 DOI:10.1177/1086296X211010888
M. Pacheco, Blaine E. Smith, Amber Deig, Natalie A. Amgott
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引用次数: 11

摘要

数字多模式作文为新兴双语(EB)学生提供了编排符号资源的机会,以发展他们的身份,加强他们对语言的理解,并帮助他们参与内容。为了更好地了解电子商务人员如何参与各种多模式写作实践,本研究系统地回顾了电子商务人员在中学课堂上进行数字多模式写作的文献。更具体地说,它检查了教师和学生使用的支架类型,或计划和响应性的教学支持,以及与这些支架相关的学习功能。通过归纳法,作者分析了74项课堂研究。研究结果显示了七种类型的脚手架:合作、直接指导、示范文本、跨语言、讨论、鼓励和提问。此外,出现了八个脚手架功能,说明了脚手架身份、脚手架资源和脚手架上下文这三个主要主题。然后,作者讨论了对课堂实践的启示,对跨语言和社会符号学理论的启示,以及未来研究的方向。
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Scaffolding Multimodal Composition With Emergent Bilingual Students
Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More specifically, it examines types of scaffolds, or planned and responsive instructional supports, used by teachers and students, as well as functions for learning associated with these scaffolds. Through an inductive approach, the authors analyzed 74 studies situated in classrooms. Findings showed seven types of scaffolding: collaboration, direct instruction, exemplar texts, translanguaging, discussion, encouragement, and questioning. In addition, eight scaffolding functions emerged that illustrate three major themes of scaffolding identities, scaffolding resources, and scaffolding contexts. The authors then discuss implications for classroom practice, implications for translanguaging and social semiotics theories, and directions for future research.
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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