Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor's Socialization through Multimodality

Autor/in	Sánchez-Martín, Cristina
Titel	Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor's Socialization through Multimodality
Quelle	In: Journal of Multilingual Education Research, 10 (2020), S.63-84, Artikel 4 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Graduate Students; Writing Teachers; Writing Instruction; Multimedia Materials; Multilingualism; Socialization; Teaching Methods; Ethnography; Case Studies; Teacher Attitudes; Social Isolation; Gender Differences; Self Concept; Power Structure; Language Usage; Code Switching (Language); Second Language Learning; Second Language Instruction; Doctoral Students; Novels; Cartoons; Learning Processes; Faculty Development; Doctoral Programs; Professional Identity; Females + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibunterricht; Mehrsprachigkeit; Multilingualismus; Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Case study; Fallstudie; Case Study; Lehrerverhalten; Soziale Isolation; Geschlechterkonflikt; Selbstkonzept; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Novel; Roman; Zeichentrickfilm; Learning process; Lernprozess; Weibliches Geschlecht
Abstract	With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor's socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer's language repertoire?; and (2) How does the multilingual graduate instructor's multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01