Literaturnachweis - Detailanzeige
Autor/inn/en | Pacheco, Mark B.; Smith, Blaine E. |
---|---|
Titel | Across Languages, Modes, and Identities: Bilingual Adolescents' Multimodal Codemeshing in the Literacy Classroom |
Quelle | In: Bilingual Research Journal, 38 (2015) 3, S.292-312 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1523-5882 |
DOI | 10.1080/15235882.2015.1091051 |
Schlagwörter | Bilingualism; Self Concept; Multilingualism; Teaching Methods; Code Switching (Language); Adolescents; Interviews; Information Technology; Classroom Communication; Cultural Background; Grade 8; Middle School Students; English (Second Language); Second Language Learning; Urban Schools; Literature; Audio Equipment; Student Projects; Second Language Instruction; Semi Structured Interviews; Case Studies; Comparative Analysis Bilingualismus; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interviewing; Interviewtechnik; Informationstechnologie; Klassengespräch; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Literatur; Audio-CD; Schulprojekt; Fremdsprachenunterricht; Case study; Fallstudie; Case Study |
Abstract | We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students' multimodal codemeshing practices. Through analysis of students' digital products and retrospective design interviews, we found that students meshed linguistic and modal resources to engage multiple audiences, convey multidimensional and nuanced meanings, and (re)voice their subjects' experiences. We conclude with pedagogical implications for practitioners seeking to incorporate students' multilingual and multimodal meaning-making resources in the classroom. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |