GCLR Web Seminars as a Venue for Transformative Educational Policy

Angay‐Crowder, Tuba; Albers, Peggy; Pace, Christi L.; Jung, Jin Kyeong; Hwang, Ju A.; Pang, Myoung Eun

doi:10.1002/jaal.352

Cited by 3 publications

(3 citation statements)

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“…As an emerging genre of writing, multimodal composing substantially represents writers’ ownership of the text since writers must determine the materials to use, the resources to be referred to, and the forms of presentation to target audiences. Researchers investigated multimodal composing as identity demonstration and agentive identity expression for L1 writers of English (Hull & Katz, 2006; Krause, 2015; Shin & Cimasko, 2008; Wake, 2012) as well as for L2 learners of English (Ajayi, 2015; Angay-Crowder, 2016; Cimasko & Shin, 2017; Goulah, 2017; Mantegna, 2013; Mina, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

International English Learners’ Perspectives on Multimodal Composing and Identity Representation Via Multimodal Texts

Wang

2022

Sage Open

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Multimodal composing is the construction of meanings through a combination of semiotic modes such as visual, audio, and textual to create multimodal texts. Studies have investigated the application of multimodal composing in the English language, in content area classrooms, and within various educational ESL and EFL contexts. However, the examination of international English learners’ (ELs) perspectives on multimodal composing and identity representation via multimodal texts at post-secondary level has not been fully explored. This study aims to investigate how a group of six international multilingual ELs in a university Intensive English Program (IEP) use multimodal semiotic resources to express ideas and how they reveal their social and literate identities through the processes and products of multimodal composing in a workshop. The study was situated in the framework of sociocultural and literate identities theory. Data were collected through semi-structured interviews, workshop observation notes, video-recorded workshop sessions, participants’ multimodal compositions, and the researcher’s logs. Social semiotic multimodal discourse analysis (MDA) and grounded theory were the primary data analysis methods. Participants revealed a variety of perspectives on multimodal composing. They were found to use a combination of words and images to compose paper-based and computer-based multimodal texts constructed from their personal journey learning English regardless of their age, gender, nationality, and social context. Various identities such as those of an international student, an English learner, a writer, a researcher, and a goal-achiever were observed in the data analysis process.

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Section: Literature Reviewmentioning

confidence: 99%

International English Learners’ Perspectives on Multimodal Composing and Identity Representation Via Multimodal Texts

Wang

2022

Sage Open

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“…These columns were intended to open a space for larger, more global conversations about literacy. Although Colombia in particular (Mora, , ) and Latin America in general (López‐Bonilla, ) were the focal point of most columns, we also opened discussions about Africa (Njeru, ), rural contexts (Azano, ), and the global effect of online forums for literacy (Angay‐Crowder et al., ). To the JAAL editors, I only have words of gratitude for opening a space for me to share our global concerns and local proposals.…”

Section: A Global Call For Policy and Advocacymentioning

confidence: 99%

“…I am also in the process of addressing how I can translate the ideas I have read into a local context that sometimes this very literature seems to be unaware of. As I know that this issue is not unique to me, considering the number of international literacy scholars in training in the United States and other English‐speaking countries (Angay‐Crowder et al., ), I also want to open this forum again to those fellow international scholars to join this conversation and contribute their thoughts.…”

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confidence: 99%

Translating Literacy as Global Policy and Advocacy

Mora¹

2016

J Adolescent & Adult Lit

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This column engages readers in reflexivity about the uses and meanings of literacy from a global perspective. Relying on the author's own experiences and current multilingual research, Mora discusses the issue of translating literacy into policy and advocacy. The first idea about translation tackles the importance of translating current ideas and trends about literacy as epistemological, not instrumental, matters. The second idea looks at the ongoing debates related to translating the word literacy and the current trends around it into other languages. The author argues that rather than looking at mere translations of words from English to other languages, the translations are looking more deeply at the epistemological issues that today's discussions of literacy entail.

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