Plurilingualism and Multimodality: The Metanoia within Reach

Autor/inn/en	Werner, Riah; Todeva, Elka
Titel	Plurilingualism and Multimodality: The Metanoia within Reach
Quelle	In: TESL Canada Journal, 38 (2022) 2, S.214-227 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Multilingualism; Intermode Differences; Learning Modalities; Active Learning; Inquiry; Monolingualism; Intercultural Communication; Linguistics; Nonverbal Communication; Theories; Educational Practices + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Lernumgebung; Aktives Lernen; Interkulturelle Kommunikation; Linguistik; Non-verbal communication; Nonverbale Kommunikation; Theory; Theorie; Bildungspraxis
Abstract	Drawing on the evolution of our thinking around expedited learning and more egalitarian classroom spaces where learners are afforded greater agency and opportunities to tap into their full linguistic repertoires (Todeva & Morule, 2009; Todeva, 2016) and on insights from complex dynamic systems theory, this paper offers a framework for dynamically aligning research on multimodality and plurilingualism with inquiry-based classroom practice. We argue that despite the existence of important research shedding light on the processes underlying our meaning-making and communicative abilities, languages continue to be taught as bounded entities and many instructional and assessment practices still reflect monolingual ideologies and nativespeakerist mindsets. Adopting a plurilingual, multimodal mindset provides a way for teachers, students, and researchers to bring their practices in line with the increasingly complex manner in which people construct, share, and access knowledge. How to achieve this metanoia-- this shift of mind towards linguistic and modal plurality--is the main thrust of this paper. We provide concrete examples of classroom plurilingual explorations and an emic narrative of one teacher's journey. Finally, we call for transformed research practices grounded in retrodiction (Larsen-Freeman, 2009) and for more nimble multimodal knowledge dissemination to support this realignment. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01