Multimodal Analysis

Pirini, Jesse; Matelau-Doherty, Tui; Norris, Sigrid

doi:10.1057/978-1-137-59900-1_28

Cited by 13 publications

(13 citation statements)

References 36 publications

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“…Thus, analysis of classroom discourse that is weighted a priori toward the working of verbal modes not only misses the role of nonverbal experience in the linguistic factuality of words (Sapir, ) but also blinds the analysis to much of that which constitutes teaching and learning. In contrast, a multimodal perspective, rooted in social semiotics, recognizes actions, objects, and environments (van Leeuwen, ) as they “achieve the social uses and needs of producers” (Pirini, Matelau‐Doherty, & Norris, , p. 646). The acknowledgment of this sort of motivated signifying unearths the particular relationships between form and meaning that reflect the “interest” (Kress, , p. 43) of a sign maker in recruiting certain modes as well that sign maker’s interpretation of the discourse and his or her role in it.…”

Section: Theoretical Perspectivementioning

confidence: 99%

“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

Britsch

2019

TESOL Quarterly

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This article traces the interaction of multimodal semiotic resources within and across tasks constituting a science unit on surface tension in an eighth-grade sheltered science classroom. Two discourses, operating simultaneously, realized differently motivated signs. This article follows the contribution of linguistic and extralinguistic modes that impinged on science and language learning. These semiotic resources differently engaged the identities of the teacher and the focal English learning students. The teacher discourse cued students to read the available modes in a way that awarded them a behavioral identity in the classroom, but not a conceptual one. The English learners recognized and cooperated with the initial focus on behavioral compliance imposed by the teacher discourse while asserting peer identity, but late in the unit the teacher discourse shifted frames to require student enactment of conceptual identity through written language. The teacher discourse foregrounded, or was consistently undergirded by, the conceptual identity that the teacher brought to the classroom and by a set of expectations for a learning trajectory that did not explicitly link key language with students' investigative activity. In five of six task-based interactions, the student discourse foregrounded behavioral or peer identity. As a result, the students were able to only partially link their science activity to the concept of surface tension using the language of science.

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Section: Theoretical Perspectivementioning

confidence: 99%

“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

Britsch

2019

TESOL Quarterly

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“…In the lab book, the unit of analysis was selected in a similar way: a meaningful multimodal chunk performing a mediated action (cf. Pirini et al, 2018). A meaningful multimodal chunk sometimes consisted of a whole single lab book entry, while at other times it was a portion of the entry and consisted of a collection of sketches and notes within that one entry.…”

Section: Discussionmentioning

confidence: 99%

“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

Doody

Artemeva

2021

Written Communication

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Writing and genre scholarship has become increasingly attuned to how various nontextual features of written genres contribute to the kinds of social actions that the genres perform and to the activities that they mediate. Even though scholars have proposed different ways to account for nontextual features of genres, such attempts often remain undertheorized. By bringing together Writing, Activity, and Genre Research, and Multimodal Interaction Analysis, the authors propose a conceptual framework for multimodal activity-based analysis of genres, or Multimodal Writing, Activity, and Genre (MWAG) analysis. Furthermore, by drawing on previous studies of the laboratory notebook (lab book) genre, the article discusses the rhetorical action the genre performs and its role in mediating knowledge construction activities in science. The authors provide an illustrative example of the MWAG analysis of an emergent scientist’s lab book and discuss its contributions to his increasing participation in medical physics. The study contributes to the development of a theoretically informed analytical framework for integrative multimodal and rhetorical genre analysis, while illustrating how the proposed framework can lead to the insights into the sociorhetorical roles multimodal genres play in mediating such activities as knowledge construction and disciplinary enculturation.

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“…We implemented a mixed-method study [73] by combining methods that complement one another and shed light on important questions in our research [74][75][76][77][78][79]. We had a multimodal perspective for the analysis of our data (questionnaires, interviews, observations and field notes) [80][81][82][83].…”

Section: Materials and Proceduresmentioning

confidence: 99%

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

Karpava¹

2022

Heritage - New Paradigm

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There are both culturalist and structuralist approaches to the integration of the second-generation immigrants into mainstream society. These approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions. Individual identity is related to the sense of belonging, integration and engagement in the current space. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life trajectory of a migrant and connected to citizenship and solidarity. This study investigated heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (e.g. questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have a hybrid language and cultural identity, as well as multifarious perceptions regarding citizenship, inclusion and belonging. These immigrants try to assimilate to the target society, but at the same time they have a strong link with the community of residence, their L1 country and their heritage or home language. The participants also use mixed/multiple languages at home and elsewhere.

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Multimodal Analysis

Cited by 13 publications

References 36 publications

“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

“Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics

Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

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