"When People Don't Know Me, They Think…": Fostering a Multimodal Translanguaging Space That Leverages Students' Voices

Autor/inn/en	Espinet, Ivana; Chapman-Santiago, Charene
Titel	"When People Don't Know Me, They Think…": Fostering a Multimodal Translanguaging Space That Leverages Students' Voices
Quelle	In: Journal of Adolescent & Adult Literacy, 66 (2022) 2, S.91-99 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Espinet, Ivana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1256
Schlagwörter	Code Switching (Language); Program Implementation; Teaching Methods; Semiotics; English; Language Arts; English Instruction; Video Technology; Multimedia Materials; Bilingualism; Grade 8; Language Usage; English (Second Language); Multiple Literacies; Self Concept; Instructional Design; Student Attitudes; Communication Strategies + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; English language; Englisch; Sprachkultur; English langauage lessons; Englischunterricht; Bilingualismus; School year 08; 8. Schuljahr; Schuljahr 08; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Kommunikationsstrategie
Abstract	This article describes the design and implementation of a project from a translanguaging pedagogical stance. The research presented seeks to understand how translanguaging as a multimodal practice shapes the experiences of students in a traditional English Language Arts 8th-grade classroom and how students leveraged their multimodal semiotic repertoires to explore identity expression. The article provides a framework for understanding translanguaging as a multimodal practice and discusses how it is embedded strategically in the design of instruction in a class in which many of the students are emergent bilinguals. It analyzes the process of producing short videos in which students critically examine how they were perceived by others and who they really are and presenting data that examine how students defy deficit perspectives and use their multimodal communicative repertoires to curate self-representation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01