Multimodality and Translanguaging in Negotiation of Meaning

Autor/in	Canals, Laia
Titel	Multimodality and Translanguaging in Negotiation of Meaning
Quelle	In: Foreign Language Annals, 54 (2021) 3, S.647-670 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12547
Schlagwörter	Oral Language; Scaffolding (Teaching Technique); Nonverbal Communication; Code Switching (Language); Multilingualism; Synchronous Communication; Computer Mediated Communication; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Computer Simulation; College Students; International Educational Exchange; Handheld Devices; Computers; Telecommunications; Correlation; Canada; Spain + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Mehrsprachigkeit; Multilingualismus; Computerkonferenz; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Computergrafik; Computersimulation; Collegestudent; Internationaler Austausch; Digitalrechner; Telekommunikationstechnik; Korrelation; Kanada; Spanien
Abstract	The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language-related episodes (LREs) involving meaning negotiation. The oral tasks carried out using synchronous video-based computer-mediated communication were part of a tandem virtual exchange (Spain, Canada). The participants, 18 dyads of English and Spanish college-level learners, conducted three oral interaction tasks in pairs online. LREs were identified and transcribed and data were analyzed quantitatively and qualitatively, including all instances of translanguaging and uses of multiple modes of meaning-making. Quantitative data revealed that translanguaging involved not only English and Spanish, but also other shared languages and occurred mostly during meaning negotiation. Additionally, the use of multimodal elements, including gestures, postures, gaze, multiple digital and physical devices (mobile devices, computers, props, notes) was examined. Qualitative data analyses revealed the interplay between multimodality and learners' multilingual repertoires which reinforced and complemented meaning-making during these episodes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01