2020
DOI: 10.18823/asiatefl.2020.17.4.6.1252
|View full text |Cite
|
Sign up to set email alerts
|

Multilingual and Multimodal Literacy Beyond School : A Case Study of an Adult Vlogger in China

Abstract: Second language literacy research in recent years has attended to emerging genres and various literacy practices. Less explored, however, are the innovative ways of meaning-making and communication facilitated by the use of multimodal resources in a foreign-language context. To bridge the gap, this study investigates how a Chinese-English bilingual speaker coordinates and orchestrates design elements in her vlogs and how decision makings are informed by various factors. Interview data and vlog analysis show th… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1

Citation Types

0
1
0

Year Published

2023
2023
2023
2023

Publication Types

Select...
1

Relationship

0
1

Authors

Journals

citations
Cited by 1 publication
(1 citation statement)
references
References 40 publications
0
1
0
Order By: Relevance
“…Burgess (2020) also analysed the disruptive moments of a multiliteracies English-as-an-Additional Language (EAL) classroom with young adult students. She observes that the emotional energy of learners, what goes on inside and between the learners (Stevick, 1980), influences their learning. She states in her study that the self-exploration of multiliteracies teaching practices reflects a process engaged with affect theory and proposes to pay attention to students´ histories, memories, and sensations to enrich meaning making.…”
Section: Porta Linguarummentioning
confidence: 99%
“…Burgess (2020) also analysed the disruptive moments of a multiliteracies English-as-an-Additional Language (EAL) classroom with young adult students. She observes that the emotional energy of learners, what goes on inside and between the learners (Stevick, 1980), influences their learning. She states in her study that the self-exploration of multiliteracies teaching practices reflects a process engaged with affect theory and proposes to pay attention to students´ histories, memories, and sensations to enrich meaning making.…”
Section: Porta Linguarummentioning
confidence: 99%