In this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their ...learning and work experiences, as resources in language learning. The approach is that of translanguaging, which seeks to push the boundaries not only between different named languages but also between different modalities and across language scripts and writing systems. We base our arguments on a study of self-directed learning of Chinese via online platforms in the context of mobility and aim to demonstrate the transformative capacity of translanguaging. In doing so, we highlight the need for a transdisciplinary approach to language learning that transcends the boundaries between linguistics, psychology, and education, and in particular, the need to go beyond the artificial divides of the different modalities of language learning to strengthen the connections between research on bilingualism and multilingualism and research on language teaching and learning.
As language learning has become increasingly globalised, mobile and online, instances of language learning of significant value cannot be obtained by using conventional means such as on-site ...observation or video recording in classrooms. In this article, I present a new approach to collecting data in the online language learning context with an aim to capture the multimodal and embodied nature of language learning. Screen-recording as a research tool is an under-explored area; this article discusses some methodological and practical issues that researchers would encounter when using this approach, and outlines the considerations researchers need to make when collecting data in such kind of contexts. The article argues that screen-recording is an innovative data collection tool in the research of language learning, and it should be included in the repertoire of mobile methods to study (im)mobilities of language learners, teachers and knowledge.
YouTube is increasingly used as a platform for knowledge sharing and construction. It provides a space for micro-celebrities to interact with audience from different lingua-cultural backgrounds. Such ...interactions, provide opportunities for people to make aspects of identities (ir)relevant through doing interculturality. While studies on interculturality tended to focus on language, how multimodal resources are used to perform interculturality warrants further investigation. This paper explores how interculturality is constructed by a strategic deployment of multimodal and multilingual resources. By conducting multimodal analysis on two 'moments' of a video, this paper contributes to an understanding of multimodal construction of interculturality.
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.
Mobile technologies and mobile learners have transformed the way people learn languages. In particular, they give rise to a new form of language learning: the use of online language learning ...platforms, a kind of virtual learning environment that offers learning opportunities that are
mobile, social and multimodal (Jones and Hafner, 2012; Richards, 2015). While existing research has tended to focus either on the benefits of using mobile technologies in the teaching and learning of languages or on how mobile learners, who have different linguistic and cultural backgrounds,
harness the benefits of technologies to learn new languages, few studies address both perspectives. This paper reports on a study of self-directed language learning in online platforms. In particular, I explore how mobile technologies such as online language learning platforms shape the learning
practices of mobile learners, and how mobile learners take advantage of the affordances of these online platforms to achieve their learning goals, in the context of learning Chinese as a foreign language. Through in-depth analyses of two case studies, I argue that while mobile technologies
seem to encourage a clear distinction between online and offline learning, in reality the boundary is less clear-cut as mobile learners bring with them a set of offline learning practices from their own experiences to the online environment. A more critical view therefore has to be taken when
researching online and offline learning practices.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to ...critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more “standard” ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more “legitimate” forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher‐researcher collaborative research: (2) ethnographic research can assess macro‐level language ideologies and enacted language hegemonies at the micro‐ and meso levels, and (3) teacher‐researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms different from the ones documented to occur in context if left by chance.
This paper investigates students' creation of a translanguaging space through engaging in digital multimodal composing (DMC). Engaging in DMC is an act of translanguaging whereby students mobilise a ...range of resources in their repertoires, including spoken and written language, image, sound effects, also bringing with them their identity and experiences. Focusing on how four bilingual undergraduate students at a Hong Kong university created an instructional video to explain abstract concepts related to multimodality to a lay audience, the study revealed that the process of creating instructional video requires students to mobilise a range of semiotic resources and orchestrate them in a way that the videos are creative, entertaining, and above all, demonstrative of their theoretical and practical knowledge of multimodality. The findings of the study suggest that students' beliefs and experiences of academic essays and presentations, together with their out-of-class exposure to popular YouTube video genres contribute to the creation of a translanguaging space which affords a safe and supportive environment for students to creatively and critically transcend socio-historically defined registers, genre norms and conventions, as well as the distinction between knowledge ‘inside’ and ‘outside’ of the classroom. This paper concludes with pedagogical implications of adopting DMC in classrooms.
•Assessment of digital multimodal composing is an underresearched area.•Teachers were interviewed about their perceptions of the assessment process.•Teachers attended to semiotic harmony in assessing ...digital multimodal composing.•A process-based model for assessment of digital multimodal composing is proposed.
Research into digital multimodal composing highlights its potential effectiveness as an engaging, motivating, autonomy-enhancing, voice-enhancing and authentic activity for L2 writers. While considerable work has gone into developing and evaluating pedagogies for digital multimodal composing, one underresearched area is that of assessment. Given that the primary goal of digital multimodal composing is to develop competencies in multiple modes (including language) the question here is how to reflect this goal in the design of appropriate assessment criteria. In particular, teachers and researchers need to establish what dimensions of multimodal communicative competence to assess and how. In this paper, we present a case study of a university English for science course in which one of the assignments is a digital video scientific documentary. The study draws on interviews with teachers in order to determine how they conceive of the multimodal assessment task, including practical issues as well as challenges faced. The article proposes a process-based model for the assessment of digital multimodal composing, which shows how processes of instruction, design activity and assessment interact. Assessment can be planned at different stages of the design activity, draw on formative and summative strategies, and must take into account the orchestration of multimodal affordances.
Abstract Digital multimodal composing (DMC) allows students to mobilize a wide range of multimodal resources to make meaning. While studies in DMC tended to focus on language-learning contexts, few ...of them examine its use in content-based courses whereby students are proficient L2 users expected to demonstrate understanding of abstract concepts using DMC. Drawing on semi-structured interviews with English-major students who attended a writing course in an English-medium instruction university in Hong Kong, the study investigated how the students’ view of DMC was transformed after exposure to DMC pedagogy. The study findings suggest that students developed an increased awareness of the affordances and constraints of (new media) writing, and they strategically bring in and bridge ‘in-class’ and ‘out-of-class’ digital practices. Students also reported on the opportunities and challenges of DMC pedagogy through reflecting on their DMC experiences. The study proposes suggestions for implementing DMC in diverse teaching and learning contexts.
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