Meaning-Making, Multimodal Representation, and Transformative Pedagogy: An Exploration of Meaning Construction Instructional Practices in an ESL High School Classroom

Ajayi, Lasisi

doi:10.1080/15348450802237822

Cited by 48 publications

(37 citation statements)

References 20 publications

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“…First, school literacy appears to privilege English-only students and marginalize the representational cultural and linguistic resources of English learners in diverse classrooms (Swenson et al 2006). Second, print-based literacy practice does not appear to teach students multiliteracies needed to negotiate proliferation of text-types they encounter on daily basis as a result of emerging multimedia technologies (Ajayi 2008(Ajayi , 2009). Third, the school literacy curriculum seems to discount pupils' background experiences in the use of multiple modes of communication and multimedia.…”

Section: Introductionmentioning

confidence: 98%

A Multiliteracies Pedagogy: Exploring Semiotic Possibilities of a Disney Video in a Third Grade Diverse Classroom

Ajayi

2010

Urban Rev

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Disney videos are used across the US as important materials for teaching language arts and literacy in elementary schools. However, how pupils make meaning of the videos has not been sufficiently investigated in educational research. Twenty-five third-grade pupils were taught comprehension skills using Sleeping Beauty. The students created their understanding in visual images. Their drawings and explanations were analyzed using a social semiotic theory. The findings indicated that the students' interpretations of Sleeping Beauty were not a decontextualized practice; rather, they used the specificity of their gender, social-cultural experiences and available multimodal resources at their disposal to construct interpretations of the video. The implications of the findings were discussed.

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Section: Introductionmentioning

confidence: 98%

A Multiliteracies Pedagogy: Exploring Semiotic Possibilities of a Disney Video in a Third Grade Diverse Classroom

Ajayi

2010

Urban Rev

Self Cite

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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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“…Creating a collaborative classroom environment allows for linguistic interactions with peers and the teacher (Calderón, HertzLazarowitz, & Slavin, 1998). Another argument that runs through the statements is that teachers should engage ELLs in meaning making (Ajayi, 2008). In that, we constructed statements arguing that teachers should find multiple ways to facilitate ELLs' textual meaning-making through using their knowledge about the aspects of linguistics (semantics, syntax, morphology, and phonology).…”

Section: Review Of Literaturementioning

confidence: 99%

Assessing Quality in the Teaching of Content to English Language Learners

Türkan

Croft

Bicknell

et al. 2012

ETS Research Report Series

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This paper offers a chain of evidence collected to identify and verify the domain of teacher knowledge and skills required to teach ELLs content effectively in mathematics, science, reading/English language arts, and social studies. We initially assessed this domain through a review of literature and state standards for nonspecialized teacher certification. We developed a set of 67 evidence statements in 2 categories: pedagogical knowledge and linguistic knowledge.We conducted a national survey of practitioners and teacher educators to validate these statements, receiving 269 responses. A panel of 14 teacher educators and teachers further validated the statements by reaching consensus that the statements support the claims of the assessment under development. We found that the domain of knowledge necessary to teach ELLs in the content areas is insufficiently defined in the standards and literature. However, we identified that across the content areas, teachers should have knowledge and understanding of the register of the particular discipline. Beyond merely understanding the linguistic demands of a given discipline, teachers should also be able to raise ELLs' metalinguistic awareness of effective oral and written communication in the language of the content area.Also, teachers' use of multimodal instructional materials was deemed commonly essential in assessing teacher knowledge. Finally, we acknowledge that the chain of evidence collected in this line of research is a small step taken forward to understanding what should be assessed and how. With that, we offer future directions for research.

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Meaning-Making, Multimodal Representation, and Transformative Pedagogy: An Exploration of Meaning Construction Instructional Practices in an ESL High School Classroom

Cited by 48 publications

References 20 publications

A Multiliteracies Pedagogy: Exploring Semiotic Possibilities of a Disney Video in a Third Grade Diverse Classroom

A Multiliteracies Pedagogy: Exploring Semiotic Possibilities of a Disney Video in a Third Grade Diverse Classroom

Second Language Learners Making Video in Three Contexts

Assessing Quality in the Teaching of Content to English Language Learners

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