This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development.
The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics.
This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.
Author(s): Dong-shin Shin, Tony Cimasko, Youngjoo Yi
Publisher: Springer
Year: 2021
Language: English
Pages: 228
City: Singapore
Prologue
Contents
About the Editors
Part I Theoretical and Methodological Issues in Researching Multimodal Composing
1 Multimodality in L2 Writing: Intellectual Roots and Contemporary Developments
1.1 Introduction
1.2 Multimodality and Its Intellectual Roots
1.3 From Multimodality to Transmodality
1.3.1 Multimodality and Repertoire
1.3.2 Multimodality and a Translingual Approach
1.4 Multimodality in L2 Writing
References
2 Methodological Approaches to Examining Multimodal Composing
2.1 Introduction
2.2 Dominant Theoretical Frameworks in Multimodal Composing Research
2.2.1 Social Semiotics
2.2.2 Systemic Functional Linguistics
2.2.3 Multiliteracies and Sociocultural Theories
2.3 Various Research Designs in Multimodal Composing Research
2.3.1 Case Studies
2.3.2 Ethnography
2.3.3 Action Research
2.3.4 Design-Based Research or Design Experiment
2.3.5 Mixed Methods Research and Quantitative Research
2.4 Conclusion
References
Part II Multilingual Writers’ Engagement with Multimodal Composing
3 Multimodal Composing in a Multilingual Classroom: Design-Based Research and Embodied Systemic Functional Linguistics
3.1 Introduction
3.2 Theoretical Framework
3.2.1 SFL and Multimodality
3.2.2 Design-Based Research
3.3 Curriculum and Methodology
3.3.1 Research Context
3.3.2 Conjecture Map
3.3.3 Embodied Teaching-Learning Cycle
3.3.4 Data Collection
3.3.5 Data Analysis
3.4 Findings
3.4.1 Intertextual and Multimodal Patterns in Student Work
3.4.2 Challenges in Design and Implementation
3.5 Discussion and Implications
3.5.1 Multimodality, Agency, and Critical Literacy
3.5.2 DBR, High-Level Theories, and Future Iterations
References
4 Multimodal and Multilingual Co-authoring in High School Social Studies ESL Classrooms
4.1 Introduction
4.2 Background Literature
4.2.1 Collaborative and Multimodal Writing
4.2.2 Translingual Writing
4.3 Methods
4.3.1 Research Context
4.3.2 Participants
4.3.3 Data Collection and Analysis
4.4 Findings
4.4.1 Civic Learning and Engagement Through Multimodal Composition
4.4.2 “Helping Immigrants” Screenplay
4.4.3 Affordance of Transnational Civic Identities
4.5 Discussion and Implications
4.5.1 Implications for Teaching
References
5 “Dear Future Me”: Connecting College L2 Writers’ Literacy Paths to an Envisioned Future Self Through a Multimodal Project
5.1 Introduction
5.2 Social Semiotics in Multimodal Composing
5.3 Method
5.3.1 Participants and Setting
5.3.2 Data Sources, Procedures, and Analysis
5.4 Findings
5.4.1 Portrayal of Literate Selves Through Multimodal Composing
5.4.2 Orchestration of Multiple Modes for Meaning-Making and Self-expression
5.4.3 Intermodal Analysis
5.5 Discussion and Implications
Appendix 1
Appendix 2
References
Part III Affordances and Constraints of Multimodal Composing in Multilingual Contexts
6 Design and Opportunity in Critical Multilingual/Multimodal Composing Pedagogy
6.1 Introduction
6.2 Conceptual Framework
6.2.1 Decentering Language, Even in a Theory of Language Learning
6.2.2 Social Positioning Theory: Understanding Power and Identity in L2 Literacy Learning
6.2.3 Social Semiotic Theory: Understanding L2 Literacy as Weaving Together Multiple Modes of Communication
6.3 Methods
6.3.1 School and Classroom Context
6.3.2 Focal Student
6.3.3 Curricular Context
6.4 Data Collection and Analysis
6.5 Findings: Affordances of Multilingual/Multimodal Composing Pedagogy
6.5.1 Dynamic Composing Focused on Ideas Rather Than Forms
6.5.2 Multimodal Assembling Supports Resourceful Meaning-Making and Dynamic Identity Construction
6.6 Implications: Reframing “Literacy” to Privilege the Process, Not just the Product
Appendix A
Appendix B
References
7 Expanding Meaning-Making Possibilities: Bilingual Students’ Perspectives on Multimodal Composing
7.1 Introduction
7.2 Theoretical Framework
7.3 Related Research
7.4 Methods
7.4.1 The Setting and Participants
7.4.2 Multimodal Composing Units
7.4.3 Data Collection
7.4.4 Data Analysis
7.5 Findings
7.5.1 Conceptualizing Through Multiple Modes
7.5.2 Innovative Meaning-Making Through Multiple Modes
7.5.3 Identity Expression Through Multiple Modes
7.5.4 Contextualizing Literature Through Multiple Modes
7.5.5 Constraints with Multimodal Composing
7.6 Discussion and Conclusion
References
8 Exploring Pre-service EFL Teachers’ Learning of Reflective Writing from a Multimodal Composing Perspective: From Inter-semiotic Complementarity to the Learning Transfer of Genre Knowledge
8.1 Introduction
8.2 Literature Review
8.2.1 Multimodality: Design Approach and Inter-semiotic Complementarity
8.2.2 Transfer in L2 Writing: Genre Knowledge and Awareness
8.3 Methodology
8.3.1 Context and Participants
8.3.2 Curriculum
8.3.3 Data Collection and Analysis
8.4 Findings and Discussion
8.4.1 Participants’ Multimodal Artifacts and Reflection Papers: Inter-semiotic Connections
8.4.2 Participants’ Acquisition of the Reflection Genre: Learning Transfer
8.5 Conclusion and Implications
Appendix
References
Part IV Pedagogical Issues Concerning Employing Multimodal Composition Pedagogy
9 Designing a Better Place: Multimodal Multilingual Composition
9.1 Introduction
9.2 Theoretical Lenses
9.2.1 Genre-Based Pedagogy and Systemic Functional Linguistics
9.2.2 Social Semiotic Theories of Multimodality
9.3 Methodology
9.3.1 Research Context
9.3.2 Data Collection and Analysis
9.4 Findings
9.4.1 Pedagogical Process
9.4.2 Multimodal Multilingual Composition Process
9.4.3 Role of Audience
9.5 Implications
Appendix
References
10 Development of Literacies Through Multimodal Writing in L2 Classrooms: Challenges and Prospects for Teachers
10.1 Introduction
10.2 Literature Review
10.3 Research Questions
10.4 Methodology
10.4.1 Case-1
10.4.2 Case-2
10.5 Results of the Studies
10.5.1 Findings from Case-1
10.5.2 Findings from Case-2
10.6 Discussion
10.6.1 Impacts of Multimodal Composing on In- and Out-of-School Literacies
10.6.2 Pedagogical Issues Concerning Multimodal Composition
10.7 Conclusion
References
11 Living the Narrative: Multimodal Blogging by Chilean University EFL Students
11.1 Blogs as Multimodal Composition
11.2 The Project: “My Life with Freddy”
11.2.1 Context
11.2.2 Participants
11.2.3 Intervention
11.2.4 Research Questions
11.2.5 Data Collection and Analysis
11.3 Findings
11.3.1 Multimodal Representation
11.3.2 Creativity and Humor
11.4 Discussion
11.5 Conclusion and Implications
Appendix
References
Epilogue: Moving Forward: Towards the Transformation of L2 Writing Education for Multilinguals’ Multimodal Composing
Introduction
Contributions to Multilingual Research on Multimodal Composing
Theoretical and Methodological Issues
Multilingual Writers’ Engagement with Multimodal Composing
Affordances and Constraints of Multimodal Composing
Innovating Multimodal Pedagogy and Teacher Knowledge
Future Directions and Implications
References
