Creating Multimodal Metalanguage with Teachers

Autor/in	Cloonan, Anne
Titel	Creating Multimodal Metalanguage with Teachers
Quelle	In: English Teaching: Practice and Critique, 10 (2011) 4, S.23-40 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	English Curriculum; Literacy; Teachers; Metalinguistics; Language Usage; Foreign Countries; Visual Perception; Spatial Ability; Nonverbal Communication; Auditory Perception; Acoustics; Ideology; Faculty Development; Grade 5; Grade 6; Participatory Research; Interviews; Observation; Focus Groups; English Instruction; Australia + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Lehrer; Lehrerin; Lehrende; Metalanguage; Metasprache; Sprachgebrauch; Ausland; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Non-verbal communication; Nonverbale Kommunikation; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Ideologie; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Forschungstätigkeit; Interviewing; Interviewtechnik; Beobachtung; English langauage lessons; Englischunterricht; Australien
Abstract	Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2009-10), indicate expectations that teachers will support their students' interpretation and creation of multimodal texts. However, English curriculum guidelines are yet to advise on a detailed metalanguage to support teacher and student discussion of the meaning-making dimensions of multimodal texts. Theoretical work on the development of multimodal metalanguage is in its early stages, lacking ready application for use in diverse classroom contexts. This article reports on research into applications of a framework designed to help teachers add depth and breadth to teaching and learning about multimodal meanings through development of a metalanguage (Cope & Kalantzis, 2000). While application of this framework in middle-years classrooms was initially found to be problematic, working in collaboration with teachers this framework was adapted and enriched for classroom use. This resulted in a refined framework which can be used in classrooms for stimulating metalanguage to describe multimodal texts. (Contains 6 tables and 5 footnotes.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10