Applied linguists have been exploring approaches to second language acquisition and competence that move beyond a prioritization of cognition and grammar that was derived from the foundational structuralist legacy in linguistics. Recently, for example, they have collaborated in putting together an integrated alternative model (Douglas Fir Group, 2016) to move theory and pedagogy forward. Shifting further yet toward the material locus and spatiotemporal conditioning of communication, this article reports on the communicative practices of international STEM (science, technology, engineering, and mathematics) scholars. Its data analysis uses a spatial orientation informed by schools such as new materialism, post‐humanism, and actor network theory, influenced largely by scholars in material and spatial sciences. The article calls for a fuller materialization, embodiment, and performativity in theorizing language competence than currently conceptualized in applied linguistics. [ABSTRACT FROM AUTHOR]

Materializing 'Competence': Perspectives from International STEM Scholars.

In this article the researcher reports on a longitudinal study which investigated the imagined identities of a preservice English teacher in New Zealand and compared these with the identities she negotiated in her teacher education and then teaching practice nearly nine years later. The teacher, an immigrant from the Pacific Island of Tonga, imagined herself working amongst members of her immigrant community but ended up teaching English at a privileged high school. The researcher used a short story analytical approach to analyze her narratives. Short stories are excerpts of data extracted from a larger set of data such as conversations, interviews, written narratives, and multimodal digital stories. In this case, short stories from a series of interviews were analyzed for both their content and the varying scales of context in which the short stories were constructed and interpreted. The analysis is informed theoretically by recent developments of the concept of investment (Darvin & Norton, 2015). The researcher includes reflexive personal commentary on his own positioning throughout the article, which concludes with suggestions for the use of short story analysis in teacher reflection and research.

A Short Story Approach to Analyzing Teacher (Imagined) Identities Over Time

Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages

New content standards in English language arts and literacy, mathematics, and science expect all students, including English learners (ELs), to use multiple modes beyond language. Traditionally, conceptualizations of multimodality in EL education and the content areas have differed considerably. To acknowledge and begin confronting these differences, the author proposes weak and strong versions of multimodality. Whereas the weak version privileges language and takes nonlinguistic modes as scaffolds for language development with ELs, the strong version views multiple modes as essential to engaging in disciplinary practices. Adopting the strong version, the author analyzes work samples from a fourth-grade science classroom to illustrate how students deploy multiple modes strategically as they engage in scientific modeling. This analysis also shows how a multimodal lens can shed light on the unique affordances and limitations of language, a mode of particular relevance to ELs. The author argues that embracing the strong version of multimodality is not only necessary but transformative for ELs in the new content standards era, because it allows them to draw from the meaning-making resources at their disposal while engaging in disciplinary practices. In light of divergent conceptualizations of multimodality, the article ends with a call to action for closer collaboration between language and content educators. doi: 10.1002/tesq.443

Multimodality in the New Content Standards Era: Implications for English Learners

We identify three conceptions of digital literacy development populating the literature: digital natives, skill-based, and sociocultural perspectives. We adopt a qualitative approach to examine pre-service teachers' beliefs about digital literacy development as aligned with each of these three perspectives. While pre-service teachers were most commonly found to hold skill-based perspectives on digital literacy development, digital natives aligned and sociocultural perspectives were also well-represented. We further identify perspectives on digital literacy development uniquely appearing in students' responses. These include pre-service teachers’ conception of digital literacy development as autonomously developed, technology driven, or project based. We further examine the contexts within which pre-service teachers situate digital literacy as emerging; these include both formal and informal settings. The article concludes with a discussion of implications for instruction.

Defining digital literacy development: An examination of pre-service teachers’ beliefs

Many observers have argued that minority language speakers often have difficulty with school-based literacy and that the poorer school achievement of such learners occurs at least partly as a result of these difficulties. At the same time, many have argued for a recognition of the multiple literacies required for citizens in a 21st century world. In this study the researchers examined a specific case in which English language learners (ELLs) made short videos about sustainability and social justice, to determine the diverse literacy practices such activities entailed. The researchers found that children produced storyboards and scripts, and videos with titles, and engaged in several other literacy activities, discussing what “made sense” in sequencing in a documentary story, what sustainability and social justice meant, how to report on information they had gathered, and so on. They also examined how new materiality theories might assist us in analyzing how ELLs engage in digital literacy activities. These theories encourage us to think about how human beings interact with other kinds of materials to accomplish perhaps novel tasks. With respect to language learning, such a view might challenge our conceptions of language and literacy learning. For new materiality theorists, language and literacy cannot be an “out-there” kind of “thing” that learners put “inside” themselves. Rather, languages and literacies and people and their activities and other materials accompany one another, and are entangled in sociomaterial assemblages that rub up against one another in complex and as yet unpredictable ways.

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"That Sounds So Cooool": Entanglements of Children, Digital Tools, and Literacy Practices

In this article, we explain how recent research on multilingualism, multilingual education, and multimodality informs our thinking about the use of ScribJab, a multilingual iPad application and web...

Angelpreet Singh

Papers

"That Sounds So Cooool": Entanglements of Children, Digital Tools, and Literacy Practices

Multilingual and multimodal composition at school: ScribJab in action

Christine Hélot, Raymonde Sneddon & Nicola Daly (Eds.), Children’s Literature in Multilingual Classrooms: From Multiliteracy to Multimodality