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“Imaginings” Reflections on Plurilingual Students’ Creative Multimodal Works

“Imaginings” Reflections on Plurilingual Students’ Creative Multimodal Works

 Stille, Saskia.
 2015
 pages 608-621. A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. English ISSN: 1545-7249
English languageNgôn ngữ
Tác giả CN Stille, Saskia.
Nhan đề “Imaginings”: Reflections on Plurilingual Students’ Creative Multimodal Works / Saskia Stille and Gail Prasad.
Thông tin xuất bản 2015
Mô tả vật lý pages 608-621.
Tùng thư A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
Tóm tắt The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language (ESL) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many teachers who used the creation of multimodal texts as a core instructional strategy to go beyond basic approaches to language teaching and learning. In particular, these teachers used the creation of multimodal identity texts (Cummins & Early, 2011) as a means to involve students in producing work that was culturally relevant, socially significant, and personally meaningful. To illustrate these possibilities, the article draws on examples of student- and teacher-created multimodal texts that were showcased at a regional conference for ESL teachers in Ontario in 2012 and 2014. Through interviews with students and teachers, the authors found that students actively used multimodal resources to represent and articulate personal narratives of themselves, their communities, and their language learning experiences. These narratives reflect students not only as language learners but also, more powerfully, as plurilingual subjects with voice and agency. The authors conclude by reflecting on the potential for plurilingual multimodal production in the English language classroom as a form of teaching for social justice.
Thuật ngữ chủ đề English language-Study and teaching-Periodicals.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-TVĐHHN
Tác giả(bs) CN Prasad, Gail.
Nguồn trích TESOL Quarterly- Volume 49, Issue 3, September 2015.
MARC
Hiển thị đầy đủ trường & trường con
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245[1 4] |a “Imaginings”: Reflections on Plurilingual Students’ Creative Multimodal Works / |c Saskia Stille and Gail Prasad.
260[ ] |c 2015
300[ ] |a pages 608-621.
362[0 ] |a Vol. 49, N.3 (September 2015)
490[ ] |a A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect.
520[ ] |a The purpose of this article is to illustrate the potential contribution of a multimodal approach to English language teaching and learning in the educational context. Collaborating with English as a second language (ESL) and classroom teachers to explore ways to improve pedagogy in multilingual, multicultural schools, the authors discovered many teachers who used the creation of multimodal texts as a core instructional strategy to go beyond basic approaches to language teaching and learning. In particular, these teachers used the creation of multimodal identity texts (Cummins & Early, 2011) as a means to involve students in producing work that was culturally relevant, socially significant, and personally meaningful. To illustrate these possibilities, the article draws on examples of student- and teacher-created multimodal texts that were showcased at a regional conference for ESL teachers in Ontario in 2012 and 2014. Through interviews with students and teachers, the authors found that students actively used multimodal resources to represent and articulate personal narratives of themselves, their communities, and their language learning experiences. These narratives reflect students not only as language learners but also, more powerfully, as plurilingual subjects with voice and agency. The authors conclude by reflecting on the potential for plurilingual multimodal production in the English language classroom as a form of teaching for social justice.
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