English as a Second Language Learners' Exploration of Multimodal Texts in a Junior High School

Ajayi, Lasisi

doi:10.1598/jaal.52.7.4

Cited by 87 publications

(74 citation statements)

References 9 publications

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“…For English language learners, incorporating multimodal composition can mean involving different learning strategies (Ajayi, 2009). Teacher 4 created lesson plans integrating hands-on activities because his vocational high school students' English proficiency and confidence were both quite low.…”

Section: Facilitating Effective Communicationmentioning

confidence: 99%

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Ryu¹,

Boggs²

2016

ELT

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Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21 st literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people -the students -generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs.

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Section: Facilitating Effective Communicationmentioning

confidence: 99%

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Ryu¹,

Boggs²

2016

ELT

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“…Nous adoptons une perspective socioculturelle (Vygotsky, 1978;Wertsch, 1991) Si de plus en plus de chercheurs se penchent sur l'enseignement des littératies multimodales auprès des apprenants d'une langue seconde (Ajayi, 2009;Armand, Lory et Rousseau, 2013;Cummins et Early, 2011;Lotherington, 2011), ce n'est que tout récemment que certains se sont tournés vers la production vidéo. Quelques études suggèrent qu'elle exige que les apprenants d'une langue seconde travaillent avec des échantillons authentiques de la langue, ce qui les mène à prendre conscience des erreurs dans leurs productions puis à les corriger par la suite (Li et al, 2012).…”

Section: Cadre Théoriqueunclassified

“…), quelques chercheurs et enseignants se sont tournés vers la production vidéo pour voir comment elle pourrait soutenir le développement des littératies multimodales (Ajayi, 2009;Brass, 2008;Bruce, 2009;Li, Gromik et Edwards, 2012). Cependant, la majorité de ces études a été menée auprès d'apprenants adultes et, à l'exception de quelques recherches, peu d'entre elles ont examiné la production vidéo chez les élèves d'âge primaire et secondaire.…”

Section: Introductionunclassified

La production vidéo : une pratique multimodale pour tisser des liens entre l’école et les littératies hors scolaires

Dagenais

Toohey

2015

ncre

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Nous examinons, dans cet article, deux projets de littératie permettant de faire le pont entre les sphères d’activité scolaires, familiales et communautaires. Le premier projet portait sur l’échange international de vidéos produits par des jeunes bilingues et plurilingues du primaire et du secondaire. Le deuxième projet impliquait des apprenants de l’anglais inscrits au primaire dans la création de vidéos documentaires. Le cadre théorique unissant ces deux projets permet de concevoir la production vidéo comme une forme de littératie multimodale mobilisant plusieurs moyens d’expression et ressources du répertoire linguistique. Nous présentons un récit interprétatif pour décrire les interactions entre les enfants et la technologie ainsi que les liens qu’ils tissent entre les apprentissages et les expériences vécues dans différents domaines de leur vie. Nous nous attardons aux conditions matérielles et aux discours institutionnels pour identifier comment ils influencent l’ouverture du milieu scolaire aux littératies multimodales.In this article we examine two literacy projects that facilitated linkages among spheres of activity at school, in families and in communities. The first project focused on an international exchange of videos produced by bilingual and multilingual learners at primary and secondary levels. The second project involved the creation of documentary videos by English language learners in primary school. According to the theoretical framework underlying these two projects, video production is seen as a form of multimodal literacy that mobilizes multiple forms of expression and resources in multilingual repertoires. We provide a narrative interpretation of interactions between children and technology, and the links they made among learning experiences in different domains of their lives. We also attend to material conditions and institutional discourses to identify how they impact on the inclusion of multimodal literacies at school.En este artículo examinamos dos proyectos de alfabetización que permiten forjar vínculos entre las esferas de las actividades escolares, familiares y comunitarias. El primer proyecto trataba del intercambio internacional de videos producidos por jóvenes bilingües y plurilingües de primaria y de secundaria. El segundo proyecto implicaba a los alumnos de inglés inscritos en primaria en la creación de videos documentarios. El marco teórico que une estos dos proyectos permite concebir la producción del video como una forma de alfabetización multimodal que moviliza diversos medios de expresión y recursos del repertorio lingüístico. Presentamos un relato interpretativo para describir las interacciones entre los niños, la tecnología y los vínculos que éstos forjan entre los aprendizajes y las experiencias vividas en las diferentes esferas de su vida. Nos detenemos en las condiciones materiales y los discursos institucionales para identificar cómo éstos influencian la apertura de la escuela a alfabetizaciones multimodales

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“…While there has been research examining the teaching of multimodal literacies to L2 students (Ajayi, 2008(Ajayi, , 2009Lotherington, 2007Lotherington, , 2009Skinner & Hagood, 2008;Ware, 2008;Willis & Harris, 2000), there have been only a few studies specifically concerned with videomaking with L2 learners. Some studies report using video with L2 learners to provide authentic language samples and to allow learners to become aware of and correct their errors (Gromik, 2009;Hanson-Smith, 2007;Hofer & Owings-Swan, 2005;Levy & Kennedy, 2004).…”

Section: Multimodal Literacies At Schoolmentioning

confidence: 99%

Second Language Learners Making Video in Three Contexts

Toohey

Dagenais

Schulze³

2012

L & L

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We describe videomaking projects in Canada, India, and Mexico in which second language learners were asked to show the children in the other countries what their lives were like. We consider how this form of expression might contribute to second language learning and allow children to make use of in and out-of-school resources. We also raise questions about the affordances and constraints of the videomaking process and explore how teachers might approach such multimodal literacy activities with children.

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English as a Second Language Learners' Exploration of Multimodal Texts in a Junior High School

Cited by 87 publications

References 9 publications

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

La production vidéo : une pratique multimodale pour tisser des liens entre l’école et les littératies hors scolaires

Second Language Learners Making Video in Three Contexts

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