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Journal ArticleDOI

Meaning-Making, Multimodal Representation, and Transformative Pedagogy: An Exploration of Meaning Construction Instructional Practices in an ESL High School Classroom

15 Aug 2008-Journal of Language Identity and Education (Taylor & Francis Group)-Vol. 7, pp 206-229
TL;DR: This paper explored how high school language learners and their teacher jointly constructed word meanings through multimodal representation and the sociopolitical reality of learners' lives as mediating factors in the context of simultaneous multiple learning activities.
Abstract: This study was an exploration of how high school language learners and their teacher jointly constructed word meanings through multimodal representation and the sociopolitical reality of learners' lives as mediating factors in the context of simultaneous multiple learning activities. Thirty-three high school Advanced ESL 3 students were taught using a political text, photographs, and a campaign video clip. Using a variety of learning activities—meaning guessing, campaign advertisement, and cartoon strips; group and whole-class activities—learners negotiated meanings of selected vocabulary items and phrases in the text. A close analysis of the students' scripts revealed that they used multimodal resources as a tool to convey their identity/subjectivity in meaning-making engagements. I recommend a meaning-making theoretical framework and classroom practices that link English language learners with the sociocontextual frame of learning, critique and challenge social power relations between migrant English le...
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Journal ArticleDOI
TL;DR: Using a cellular phone advertisement, 18 students composed visual representations of their understandings of the text as discussed by the authors, and the annotated drawings of the students were analyzed and interpreted for meaning making.
Abstract: This study is concerned with the significance of the affordances of multimodality in contemporary conceptualizations of ESL/literacy pedagogies. Using a cellular phone advertisement, 18 students composed visual representations of their understandings of the text. Drawing on the social semiotic framework of Kress and van Leeuwen, the annotated drawings of the students were analyzed and interpreted for meaning making. The findings showed that multimodal texts afforded the students opportunities for diverse interpretations and representations of visual images based on the interplay of self-identity and social-cultural worlds. تهتم هذه الدراسة بأهمية توفير فرص متعددة الطرق بالتخيلات المعاصرة في علم تعليم معرفة القراءة والكتابة والإنكليزية كلغة ثانية. وبواسطة استخدام إعلانات الهاتف الخلوي نظم ثمانية عشر طالبا تمثيلات بصرية لفهمهم النص. واستنادا إلى الإطار الاجتماعي المتعلق بالعلامات مؤسسيه كريس وفان ليووين قد تم تحليل رسومات الطلاب المصحوبة بملاحظاتهم وتفسيرها لصناعة المعنى. وقد بينت النتائج أن النصوص المتعددة الطرق وفرت لطلاب فرصا لتشكيل تفاسير متنوعة وتماثيل من الصور البصرية بناء على التفاعل بين عالمي الهوية الذاتية والثقافة الاجتماعية. 本研究是有关当代英语为第二语言/读写能力教育学的概念形成中多模态可用性的重要意义。18名学生根据他们对一个手机广告文本的理解,绘作出他们的视觉表征。研究者利用Kress和van Leeuwen的社会符号框架,对学生的诠释绘图作意义建构的分析与解读。研究结果显示:多模态文本给学生提供可用性的机会,让他们根据自已的身分认同和社会文化世界观的互相作用,对视觉图像作出多样的解读与表征。 Cette etude porte sur la signification que permet la multimodalite selon les conceptions contemporaines des pedagogies de l'anglais langue deux / de la litteratie. En utilisant la publicite d'un telephone cellulaire, 18 etudiants ont compose une representation visuelle de ce qu'ils avaient compris de ce texte. En nous appuyant sur la structure semiotique sociale de Kress et van Leeuwen, nous avons analyse et interprete la facon dont les etudiants ont fait du sens avec ces dessins commentes. Les resultats montrent que les textes multimodaux offrent aux etudiants des possibilites d'interpretation diverse et des representations des images visuelles qui reposent sur l'interaction entre l'identite personnelle et leur univers socio-culturel. Настоящее исследование посвящено значению мультимодальных возможностей в современных контекстах – при обучении английскому как второму языку и преподавании различных видов грамотности. Осмыслив рекламу мобильных телефонов, 18 учащихся изобразили свое о ней представление – т.е. создали визуальную презентацию текста. Содержание аннотированных рисунков учащихся было проанализировано и интерпретировано на основе социально-семиотического подхода (Kress и van Leeuwen). Результаты показали, что мультимодальные тексты предоставили учащимся возможности для разнообразных интерпретаций и визуального представления образов, которые формируются на основе их самоидентичности и социально-культурного окружения. Este estudio trata sobre el significado de lo que es proporcionado por muchas modalidades en el concepto contemporaneo de las pedagogias del ESL y de conocimientos. Dieciocho estudiantes crearon representaciones visuales de su entendimiento del texto de un anuncio sobre telefonos celulares. Usando el marco semiotico social de Kress y van Leeuwen, se analizaron los dibujos anotados de los estudiantes para interpretar su creacion de significado. Los resultados mostraron que los textos de multiples modalidades les dieron a los estudiantes oportunidades para varias interpretaciones y representaciones de las imagenes visuales basadas en el juego entre la propia identidad y los mundos socioculturales.

131 citations

Journal ArticleDOI
TL;DR: The authors examined how two teachers who had limited experience with ELLs employed multimodality to teach ELL in their content area classes and found that employing multiple modes for instructional supports to enhance linguistic text gave teachers opportunities to help ELL learners gain nuanced understanding of subject-matter content knowledge, powerfully express what they learned, and discover a psychological refuge.
Abstract: Despite the proven benefits of multimodal teaching and learning (i.e., through visual, sound, movement, print-based text, and technology) for students, little is known about how teachers of English language learners (ELLs) integrate multimodality into their existing curriculums. In this study, the authors examined how two teachers who had limited experience with ELLs employed multimodality to teach ELLs in their content area classes. The study was situated within online teaching English to speakers of other languages (TESOL) teacher education graduate courses, and thus all the data were electronically collected, including online discussion posts and multimodal final projects in which teachers demonstrated their multimodal teaching practices with ELLs through videos. Qualitative analysis of the data revealed that employing multiple modes for instructional supports to enhance linguistic text gave teachers opportunities to help ELLs gain nuanced understanding of subject-matter content knowledge, powerfully express what they learned, and discover a psychological refuge. Importantly, multimodal teaching was found to enhance ELLs' sense of accomplishment and self-esteem. The teachers also identified various issues around technology and lack of support from administration as constraints for integrating multimodality into the classroom setting. The findings have significant implications for research and teacher education in TESOL.

71 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined preservice teachers' knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies, and found that participants were aware of the impact of new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction.
Abstract: The need to prepare literacy teachers to integrate new literacies into their teaching practices is becoming increasingly urgent. This is because the advent of the computer is fundamentally changing the notion of literacy and also profoundly shifting literacy instruction and the way students learn. The research objective of this study was, therefore, to examine preservice teachers' (N = 48) knowledge of and perceptions of their teacher education preparation to teach multimodality/multiliteracies. Data were collected through qualitative and quantitative responses from the participants. Results of the data analysis suggested that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to teach new literacies, they also noted the constraints coming from schools and school districts. The implications of the fi...

64 citations


Cites background from "Meaning-Making, Multimodal Represen..."

  • ...Second, Ajayi (2008a, 2009a) and Rowsell et al. argued that new communication technologies afford learners unlimited potential to practice multiple literacies across cultural, social, economic, and national boundaries, and in the process, reconceptualize their self-identities as multiple, hybrid,…...

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  • ...How preservice teachers perceive their learning experiences and how they conceptualize their roles in the teaching and learning complex (from their own perspectives) are important for designing curricula, pedagogies, and tasks that meet the learning needs and the interests of their students (Ajayi, 2009b; Ashworth & Lucas, 1998; Schellens, van Keer, & Valcke, 2005). Schellens et al. argued that learners’ perception of a learning task ‘‘defines the challenge, its difficulty, and the balance of motivation necessary to address it’’ (p. 734). This suggests that an understanding of preservice teachers’ expertise and perspectives on how they can use multiliteracies in their classrooms is an important contribution to designing effective curricula for them. This view calls for a new conception of literacy teacher preparation as a ‘‘situated practice’’ that emphasizes learning-to-teach as social, interactive, situated, discursive, and technology-mediated (Cope & Kalantzis, 2000; Gee, 2003, 2004; New London Group, 2000). Kress (2000) provided a new framework of literacy teacher education as one...

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  • ...Second, Ajayi (2008a, 2009a) and Rowsell et al. argued that new communication technologies afford learners unlimited potential to practice multiple literacies across cultural, social, economic, and national boundaries, and in the process, reconceptualize their self-identities as multiple, hybrid, complex, and dynamic. Third, the cumulative effect of these factors ensures that new blends of knowledge afforded by new digital literacies and hybrid textual forms will become increasingly indispensable to literacy teaching/learning (Ajayi, 2009a; Leu et al., 2004). These new blends of knowledge associated with multiliteracies require that teacher education programs adequately prepare preservice teachers to play a central role in facilitating learning experiences for students. This is why Rowsell et al. (2008) suggested that what is needed in preservice teacher preparation is a new vision—a new pedagogical practice that opens possibilities for greater participation in the learning process for all students....

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  • ...Second, Ajayi (2008a, 2009a) and Rowsell et al. argued that new communication technologies afford learners unlimited potential to practice multiple literacies across cultural, social, economic, and national boundaries, and in the process, reconceptualize their self-identities as multiple, hybrid, complex, and dynamic. Third, the cumulative effect of these factors ensures that new blends of knowledge afforded by new digital literacies and hybrid textual forms will become increasingly indispensable to literacy teaching/learning (Ajayi, 2009a; Leu et al., 2004). These new blends of knowledge associated with multiliteracies require that teacher education programs adequately prepare preservice teachers to play a central role in facilitating learning experiences for students. This is why Rowsell et al. (2008) suggested that what is needed in preservice teacher preparation is a new vision—a new pedagogical practice that opens possibilities for greater participation in the learning process for all students. This requires teacher education to prepare preservice teachers who have the knowledge and skill to (a) identify skills, knowledge, dispositions, and strategies required of their students to learn efficiently in the new literacies; (b) understand the affordances of new media of communication; (c) develop effective pedagogical strategies to integrate new literacies with the traditional; (d) help their students to understand the shifting forms and functions of literacy in relation to new media technologies and changing literacy practices; (e) be aware of the social practices associated with the new media; and (f) use new literacies to prepare students for future public and working lives (Cervetti, Damico, & Pearson, 2008; Leu et al., 2004; Luke, 2003; Rowsell et al., 2008). This shifting literacy landscape resulting from social and technological changes suggests a need for new approaches to literacy pedagogy in K–12 grades—a move to a more blended literacy instruction using a variety of modes and media. New London Group (2000) aptly argued that ‘‘new communications media are reshaping the way we use language....

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  • ...…the notion of multiliteracies will persuade preservice teachers to see the need for a change in literacy instruction, particularly in light of a growing orientation toward semiotics and proliferation of different text-types and media options in the contemporary world (Ajayi, 2008a, 2008b, 2009a)....

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Journal ArticleDOI
Lianjiang Jiang1
TL;DR: In this article, a digital multimodal composing (DMC) program was implemented in a university-based English as a foreign language (EFL) curriculum in China and three patterns of change with three focal cases.

63 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examine ways in which multimodal literacy practices can be integrated into teacher education for teaching English to speakers of other languages (TESOL) for TESOL.
Abstract: As a growing number of English language learners (ELLs) engage in digital and multimodal literacy practices in their daily lives, teachers are starting to incorporate multimodal approaches into their instruction. However, anecdotal and empirical evidence shows that teachers often feel unprepared for integrating such practices into their curricula (Coyle, Yanez, & Verdu, 2010; Sadik, 2008). This particular concern has led the authors of this essay to examine ways in which multimodal literacy practices can be integrated into teacher education for teaching English to speakers of other languages (TESOL). This Teaching Issues article describes how the first author designed and implemented two multimodal practices for preservice and in-service teacher education programs in the United States. The essay highlights the challenges of incorporating multimodal practices into teacher education (e.g., epistemological issues, instructional challenges, and teachers’ resistance to multimodal practices). The authors offer suggestions for overcoming those challenges and propose future directions for TESOL teacher education and professional development.

54 citations

References
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Book
16 May 2003
TL;DR: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines as mentioned in this paper.
Abstract: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.

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TL;DR: This chapter discusses representation and interaction, morality, and the materiality of meaning in the Semiotic Landscape - Surface and Inscription.
Abstract: Introduction 1. The Semiotic Landscape 2. Narrative Representations: Designing Social Action 3. Conceptual Representations: Designing Social Constructs 4. Representation and Interaction: Designing the Position of the Viewer 5. Morality: Designing Models of Reality 6. The Meaning of Composition 7. The Materiality of Meaning - Surface and Inscription 8. The Third Dimension

7,032 citations


"Meaning-Making, Multimodal Represen..." refers background in this paper

  • ...Furthermore, the point of view is frontal, suggesting “what you see here is part of our world, something we are involved with” ( Kress & van Leeuwen, 1996 )....

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DOI
01 Jan 1996
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

4,915 citations

Book
01 Jan 1987
TL;DR: The Second Edition of as discussed by the authors is a collection of essays about poststructuralism and postmodernism in the context of women's critical practice, including the following: 1. Feminism and Theory. 2. Discourse, Power and Resistance. 3. Language and Subjectivity. 4. Feminist Critical Practice.
Abstract: Acknowledgements. Preface to the Second Edition. 1. Feminism and Theory. 2. Principles of Poststructuralism. 3. Feminist Poststructuralism and Psychoanalysis. 4. Language and Subjectivity. 5. Discourse, Power and Resistance. 6. Feminist Critical Practice. 7. Feminism and Postmodernism. Notes. Bibliography. Index.

4,150 citations

Book
01 Jan 2001
TL;DR: In this paper, the authors present a theory of multimodal discourse for the age of interactive media and provide students with a wide-ranging analysis of various communication styles and the ways by which text is now understood as the interaction of sound, music, vision, colour and language.
Abstract: Multimodal Discourse outlines a new theory of communication for the age of interactive media. Gunther Kress and Theo Van Leeuwen provide students with a wide-ranging analysis of the various communication styles and the ways by which text is now understood as the interaction of sound, music, vision, colour and language.

2,913 citations


"Meaning-Making, Multimodal Represen..." refers background in this paper

  • ...The pioneering research of Knobel and Lankshear (2007) , the New London Group (1996) , and Kress and van Leeuwen (2001) in “new literacies” strongly suggests that the pedagogy of multiliteracies/multimodality can be used as a tool to facilitate transformative goals in meaning-making classrooms for English language learners....

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