The multimodal mediation of power in the discourses of preschool story designers

Britsch, Susan

doi:10.1515/text.2005.25.3.305

Cited by 15 publications

(24 citation statements)

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“…Discourse can be realized through interactions (Britsch, , ). An interaction is an event that occurs between two or more social actors for the purpose of knowledge reconstruction in science.…”

Section: Methodsmentioning

confidence: 99%

Multimodal teacher input and science learning in a middle school sheltered classroom

Zhang¹

2015

J Res Sci Teach

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This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources, including oral language, gestures, and visual products. Specifically, the study asks three research questions: 1. What is the nature of multimodal communication between the teacher and students? 2. How does science learning occur in the classroom from a multimodal perspective? and 3. How does language development occur in the classroom? Data include eight months of classroom observation with video and audio recordings, fieldnotes, formal, and informal interviews with the teacher and students, photographs of textbook pages, students' final products, and teacher products. Results show that the gap between the multimodal representation and communication, as well as the disconnection between teacher discourse and student discourse, provides limited evidence of the students' knowledge reconstruction. The gap between the everyday language and scientific language leads to limited language development. The study expands the current knowledge base about ELLs' multimodal classroom experiences in relating to science learning and language development. The results can be used to help both researchers and educators in the future to examine the multimodal instructional design in terms of its effectiveness for science learning. #

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Section: Methodsmentioning

confidence: 99%

Multimodal teacher input and science learning in a middle school sheltered classroom

Zhang¹

2015

J Res Sci Teach

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“…On this view, identity becomes multidimensional as one definition of “what we are doing” (Gee, , p. 31) collides or resonates with another. Those participants who synthesize the available modes in the same way may enact or recognize one identity configuration (Britsch, ) while an alternative synthesis recognizes a different identity and proceeds on that basis. As a result, modes may be “loaded with meanings” (Machin, , p. 21) that are not mutually recognizable to discourse participants as resources for enacting mutually defined social practices (Gee, ).…”

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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“…While this research demonstrates that young children do have complex (and contradictory) storied selves, there has been less research that pinpoints how storied selves are discursively constituted (for exceptions see Britsch, 2005;Wohlend, 2009). To answer this question, we drew on the tools of critical discourse analysis (Fairclough, 1995;Gee, 2009;Kress, 2004;Rogers, 2011) to examine the discursive contours of children's literate identities across multiple domains.…”

Section: Introductionmentioning

confidence: 81%

Storied selves: A critical discourse analysis of young children’s literate identifications

Rogers

Elias

2012

Journal of Early Childhood Literacy

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A wealth of research demonstrates that as young children acquire literacy they also approximate literate roles and relationships. Such literate identifications, or storied selves, are complex, sometimes contradictory and under construction for young people. Less research has focused on how young children's storied selves are discursively constituted across domains of practice. Given this gap in the literature, we ask: How do young children author themselves as literate in the domains of school and home? What social languages, cultural models, discourses, relationships and situated identities do they enact? To answer these questions, we drew on interviews conducted with first and second grade students who participated in a literacy clinic at an urban school site. The children were asked to report on their literacy lives in different domains of practice. Using the tools of critical discourse analysis, we examined the discursive contours of children's literate identities in different domains. Through cross-case analyses and 'telling cases', our findings suggest that young children call on a hybrid mix of discourse patterns to author themselves as literate beings. The students remain positive and enthusiastic about reading and themselves as readers, despite needing additional literacy support. However, the existence of alignment and conflict between the discourses of the home and school domains creates reasons for attending to students' literate identities in closer detail.

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The multimodal mediation of power in the discourses of preschool story designers

Cited by 15 publications

References 0 publications

Multimodal teacher input and science learning in a middle school sheltered classroom

Multimodal teacher input and science learning in a middle school sheltered classroom

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

Storied selves: A critical discourse analysis of young children’s literate identifications

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