Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom

Ma, Qing; Shin, Dong‐shin

doi:10.1177/0741088317727246

Cited by 69 publications

(37 citation statements)

References 46 publications

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“…The findings confirm that composing multimodal texts by ESL/EFL speakers is shaped by prior experience, identity construction, and efforts to accommodate perceived audiences (Cimasko & Shin, 2017;Yang, 2012). In addition, although Chloe positioned herself as an EFL speaker and showed a willingness to improve her English proficiency, the "imagined community" (Norton, 2001) she has invested in through vlogging involves far more than just "the native culture."…”

Section: Discussionsupporting

confidence: 55%

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

Xiao¹

2020

The Journal of AsiaTEFL

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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 that the participant is skillful in using digital technologies, anticipating audiences' needs, fulfilling rhetorical purposes, and negotiating with constraining contextual factors. This study challenges the view that learners in an EFL country have limited opportunities to use the language due to the lack of contact with the target language community. It also suggests that EFL educators could build on what learners do on their own while encouraging them to repurpose the use of vlogs and mobile technologies.

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Section: Discussionsupporting

confidence: 55%

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

Xiao¹

2020

The Journal of AsiaTEFL

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“…Thus far, research has presented sharp divisions between portraying students’ design intentionality in opposition with a subconscious and emotionally laden multimodal composing process. Research on adolescents has also elucidated how multiple modes offer agentive ways composers can connect to content (Jocius, 2013; Newfield, 2014), engage with multiple local and global audiences (Pacheco & Smith, 2015), and express their identities (Cimasko & Dong-shin, 2017; Vasudevan et al, 2010). The results of the current study suggest that adolescents can meet several of these composing goals—intentionally or not—at the same time.…”

Section: Discussionmentioning

confidence: 99%

“…When examining the multimodal practices of African American male adolescents, Vasudevan (2006) explained how “digital and visual modalities make it possible to perform and author new selves that are not only resistant to dominant images but also offer new sights of inquiry and exploration” (p. 214). Multimodal projects can serve as an empowering platform for students to reflect on their own cultural experiences and agentively express their identities to others (Cimasko & Dong-shin, 2017; Halverson, 2010; Hull & Katz, 2006).…”

Section: Theoretical Framework and Relevant Literaturementioning

confidence: 99%

Composing for Affect, Audience, and Identity: Toward a Multidimensional Understanding of Adolescents’ Multimodal Composing Goals and Designs

Smith

2018

Written Communication

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This study examined adolescents’ perspectives on their multimodal composing goals and designs when creating digital projects in the context of an English Language Arts class. Sociocultural and social semiotics theoretical frameworks were integrated to understand six 12th grade students’ viewpoints when composing three multimodal products—a website, hypertext literary analysis, and podcast—in response to a well-known literary text. Data sources included screen capture and video observations, design interviews, written reflections, and multimodal products. Findings revealed how adolescents concurrently composed for multiple purposes and audiences during the literature analysis unit. In particular, students viewed projects as a platform to emotionally affect and entertain a broader audience, as well as a conduit through which they could represent themselves as composers. Emphasis was placed on creating cohesive compositions—ranging from close modal matching to building meaning at a thematic level and creating a multisensory experience indicative of the novel’s narrative world. These findings contribute a multidimensional understanding of adolescents’ various and interacting multimodal composing goals and have implications for leveraging modal affordances in the classroom.

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“…This review has several limitations. First, the scope does not account for the insightful research on EBs’ multimodal composing in informal and out‐of‐school contexts (e.g., Black, 2009; Hull, Stornaiuolo, & Sahni, 2010; Lam, 2009), with print‐based multimodal composing (e.g., Early & Marshall, 2008; Zapata & Van Horn, 2017), in elementary grades (e.g., Marshall & Toohey, 2010; D.W. Rowe & Miller, 2016), or in university settings (e.g., Cimasko & Shin, 2017; Hafner, 2014). Furthermore, focusing solely on research in classrooms could be considered a constraint because a classroom “is not an isolated container, but positioned in a nexus of relations to other such locales” (Leander, Phillips, & Taylor, 2010, p. 336), including communities, informal learning environments, and online spaces.…”

Section: Methods Of Reviewmentioning

confidence: 99%

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

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With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary classrooms. Through an inductive approach, the authors analyzed 70 studies to understand key findings and characteristics of the extant research. Five main themes of findings emerged across the research. First, a majority of studies illustrated how digital multimodal composing supports emergent bilingual students’ identity expression. With expanded opportunities to share ideas through multiple modes, students used their projects to bridge transnational identities, (re)present themselves, and communicate in empowering ways. Second, nearly half of the studies emphasized how the integration of digital multimodal projects can reshape classrooms by challenging language ideologies, transforming the classroom as a locus for social justice, and expanding temporal and spatial boundaries as students compose for multiple audiences. Third, many studies demonstrated how emergent bilinguals develop as designers and leverage the unique semiotic resources of multiple modes when composing. Fourth, approximately a third of the studies showed how multimodal composition offers emergent bilinguals opportunities to expand their existing linguistic repertoires. Finally, a quarter of the studies illustrated the potential of multiple modes to mediate learning during composing processes. The authors discuss the implications of these themes and critical new directions for future research on digital multimodal composing with emergent bilingual students.

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Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom

Cited by 69 publications

References 46 publications

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

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

Composing for Affect, Audience, and Identity: Toward a Multidimensional Understanding of Adolescents’ Multimodal Composing Goals and Designs

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

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