Grounded in the a Pedagogy of Multiliteracies (New London Group, 1996), this dissertation reports on the implementation of a fourth semester French curriculum informed by Cope and Kalantzis's (2000, 2009, 2015) framework of learning by design, with a focus on visual and critical media literacy development to enable intermediate French students to consider multimodal texts from the perspective of consumers as well as producers and to understand the meaning potential that exists between and within the semiotic resources afforded in media production (Nelson and Kern, 2012). Drawing upon "the value of postmethod [and] postlinguistic teaching… which are not looking at language learning in the traditional sense… [but] rather at learners’ acquisition of… the ability to reflect on textualization and contextualization, considering language as one important dimension of semiosis among others" (Nelson and Kern, 2012, p. 61), this dissertation project examined how the frameworks of visual and critical media literacy within the process of design enhanced students' voice and agency in the foreign language classroom. The first inquiry aims to explore if and how a curriculum centered around visual and critical media literacies creates the conditions to 1) foster students' awareness of media ethics in the consumption and production of everyday media, and 2) engage students in a process of reflection upon the meanings created by semiotics resources used in mediated-texts, and their impact on shaping their vision of the world. Findings demonstrated that the implementation of visual and critical media literacy frameworks gave students the opportunity to reflect on their use of media and the ethical implications, and to foster students' greater understanding and interest in self-reflection and considerations of others. The second inquiry aims to demonstrate, through the production of digital storytelling, how instructors might address diversity in foreign language classrooms by 1) allowing students to connect universal themes (e.g. technology, friendship, immigration) with their personal stories, and 2) by giving them the opportunities to display their uniqueness by using their own voices and positioning themselves as participative agents for social change. Findings demonstrated that digital storytelling fosters classroom diversity by allowing the exploration of individual differences and enhancing the understanding of the distinctiveness of every individual. The third inquiry, a case study explores how Digital StoryTelling (DST) 1) contributes to students' understanding of the way semiotic resource choice and orchestration construct layers of meaning and satisfy the purposes of the message conveyed to the audience, and 2) supports students' agency through the process of design. Findings showed the potential of using multimodality projects as they allow students' emerging literacies to take center stage in the foreign language classroom and increase students’ agency and ‘semiotic agility’ (Prior, 2010; Thorne, 2013).

Current scholarship in translation pedagogy calls for a paradigm shift towards a learner-centered and socio-constructivist approach to translator education. This view is founded on translating as a socially situated act of intercultural communication anchored in socio-cognitive abilities, and translation learning as multi-componential and sequential. Instruction in translation is thus seen to benefit from process- rather than product-oriented teaching and a focus on learners' textual and discursive competence. In spite of significant progress over the last decade the empirical basis of translation teaching theory and methods remains scant. A lack of attention to the "human factor" in translator education research (students and educators, in favor of processes, content and activities) is particularly conspicuous (Kelly 2008). As the field of translation pedagogy consolidates with ever more refined frameworks that pull teaching designs away from teacher- and text-centered classes to become more learner and learning/teaching-based, little is known about the nature of translation pedagogy ‘on the ground’ in diverse locations of the globe: by whom and how is translation taught, under what constraints, and to what effects. This qualitative study is grounded in second language (L2) teacher cognition research (e.g. Borg 2006, Phipps and Borg 2009), representations of translation as 'inquiry' (Sakai 2010, Cronin 2000, 2003, Venuti 2016) and recent socio-constructivist and sequenced and process-focused translation teaching approaches (Kiraly 2000, Colina 2003, 2015, Hurtado Albir 1999, González Davies 2004, Kelly 2005). From these frameworks, it examines the professional biographies, knowledge base, beliefs and practices of Chilean translation instructors at three different universities, as well as the views and experiences of approximately 50 of these instructors' students regarding their understanding and experiences of translation and instruction in the classroom. Additionally, in order to contribute to the developing 'rapprochement' between translation studies and second language education, findings on the strengths and challenges of undergraduate translation pedagogy derived from these two studies are discussed in a third article in light of the contributions from socio-culturally-oriented L2 education research, particularly multiliteracies approaches to FL teaching (Kern 2000, Byrnes 2005, 2006, Maxim 2009, Kramsch 2011, 2006, Paesani et al. 2015, Swaffar and Arens 2005).

Orientador: Roxane Helena Rodrigues Rojo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T12:15:05Z (GMT). No. of bitstreams: 1 Assis_MarianaSantosde_M.pdf: 1395734 bytes, checksum: 8209cc6f90990d38d1cbf3c4f8e25cb4 (MD5) Previous issue date: 2014 / Resumo: Os saraus literários da periferia de São Paulo se tornaram uma tendência em todo o país. Bares em bairros pobres abrem suas portas para poetas negros e pobres que desejam mostrar seu talento e se organizar coletivamente para disseminar essa importante produção artístico-cultural, fortalecer identidades culturais e racias e formar leitores nas periferias das grandes cidades. Tais encontros despertaram o interesse das comunidades pobres, de pesquisadores e do mercado editorial, além de apontar para possibilidades de pensar a crítica literária e até mesmo o ensino de leitura e de literatura em espaços institucionais como a escola. Além disso, desde a publicação da Edição Especial da Revista Caros Amigos Literatura Marginal, a diversidade linguística de uma periferia hibridizada e sincrética tem sido vista como a principal característica da literatura marginal/periférica. Uma literatura original, multimodal e multissemiótica, que cria efeitos de sentido inesperados e experiências únicas de fruição estética. Não são poucas as contribuições dessas organizações e nosso objetivo é analisar alguns dos eventos de letramentos e multiletramentos que constituem esses contextos e possibilitam sua atuação estético-política. Para tanto, observamos o sarau Elo da Corrente, por sua representatividade junto aos coletivos que se dedicam à literatura marginal/periférica. No Elo, pudemos encontrar todas as referências apontadas como fundamentais da literatura marginal/periférica, cujas contribuições destacaremos aqui: os marginais dos anos 70, a literatura negra, o movimento cultural Hip Hop e a cultura nordestina. Tal diversidade é possível, dentre outras coisas, pelas muitas influências estéticas e culturais que compõem os espaços / Abstract: The literary soirees the outskirts of São Paulo became a trend throughout the country. Bars in poor neighborhoods open their doors to black and poor poets who wish to show their talent and organize collectively to disseminate this important artistic and cultural production, strengthen cultural and racias identities and educating readers on the outskirts of large cities. Such meetings aroused the interest of poor communities, researchers and publishing, and point to possibilities of thinking literary criticism and even the teaching of reading and literature in institutional spaces such as school. In addition, since the publication of the Journal Special Edition Dear Friends Marginal Literature , linguistic diversity of a hybridized and syncretic periphery is considered the main feature of marginal / peripheral literature. An original literature, multimodal and multissemiótica establishing unexpected sense effects and unique experiences of aesthetic enjoyment. Many are the contributions of these organizations and our goal is to analyze some of literacies and multiliteracies events that constitute these contexts and enable its aesthetic and political action. Therefore, observe the soiree Link Chain , in representation among collectives engaged in marginal / peripheral literature. In Elo could find all references identified as key marginal literature / peripheral, whose contributions highlight here: the marginal 70s, the black literature, the cultural movement Hip Hop and nosdestina culture Such diversity is possible, among other things. for the many aesthetic and cultural influences that make up the spaces / Mestrado / Linguagem e Educação / Mestra em Linguística Aplicada

I detta examensarbete har vi valt att studera och sammanfatta delar av forskningen som utgår ifrån en multimodal teoribildning och ett sociosemiotiskt perspektiv. Examensarbetet utgörs av en fallstudie som innefattar textanalyser. Vi undersökte vilka modaliteter och semiotiska resurser som elever i en lågstadiekontext väljer att använda  samt kombinera när de producerar en berättande text i svenskämnet i meningsskapande syfte. Vi undersökte även vilka kvalitativa aspekter i form av likheter och skillnader som är synliga i elevers multimodala berättelser. Vår slutsats är att majoriteten av eleverna väljer att inkludera bild och färg i sina multimodala berättelser. Resultatet av vår studie kan jämföras med den tidigare forskning som visar att elever prioriterar bild och färg framför skriven text. Tidigare forskning konstaterar även att multimodala framställningar skapar motivation och förväntan samt gynnar alla elevers meningsskapande oavsett språklig bakgrund. Det har även noterats att diskussioner är ett viktigt hjälpmedel för att uppmärksamma resursers samspel och därmed hjälpa eleverna att dra paralleller till tidigare erfarenheter i syfte att skapa mening. Vi har dragit slutsatsen att elevers bilder är svårtolkade om eleverna inte har möjlighet att tydliggöra sina tankar och idéer. Avslutningsvis uppmärksammar vi ett behov av vidare forskning av hur multimodala framställningar kan gynna elevers skrift- och verbalspråkliga utveckling. Detta kräver att lärare besitter hög kompetens för att kunna konstruera och bedöma multimodala uppgifter av god kvalitet.

Reading is regarded as one of the most important, but also most complex skills utilised to attain fluency (Snyman, 2016). In this study I argue that Namibians have not yet adopted reading as part of their culture, and this is believed to have contributed immensely to the high failure rate of learners and students in primary, secondary, and tertiary education. The purpose of this study was to investigate the contribution that reading can make towards ESL learning at Ordinary Level (OL) in Namibian Senior Secondary Schools. The research focused on the challenges pertaining to reading by contemplating the nature of the reading culture of OL learners, how the curriculum and textbooks model reading for OL learners, and how ESL teachers expose OL learners to reading in the classroom. This research was informed by the principles of the multiliteracies pedagogy of the New London Group (NLG) (1999), the work on social constructivism of Lev Vygotsky (1978), Stephen Krashen’s (1985) Input Hypothesis, as well as Jim Cummins’ (1984) distinction between BICS and CALP. Following a qualitative approach, a descriptive case study design was employed to explore why OL learners lack analytical and critical reading skills that would enable them to learn English from their engagement with the texts they read. Four purposively selected ESL teachers and eight stratified randomly selected learners from four Secondary Schools in the Khomas education region, Windhoek, participated in the study. Data were collected using open-ended surveys, non-participant classroom observation, semi-structured interviews, and document analysis. Using qualitative content analysis, five themes on the role of reading in ESL emerged from the raw data: reading experience, access to reading materials, inadequate curriculum, inadequate infrastructure, and the use of textbooks to enhance reading. The findings indicate that reading is not developed as a culture for the majority of OL learners, as OL learners indicated that they only read for school purposes, as opposed to reading for fun. The OL curriculum was found not to support reading, because reading is not part of the OL syllabus. As opposed to the Higher Level (HL), there are no prescribed reading materials for OL and the OL syllabus lacks proper guidance regarding integration of reading in ESL lessons. The study concludes that a great deal needs to be done to instil the love of reading in OL learners for them to reach the same level as HL learners. / Thesis (PhD)--University of Pretoria, 2019. / Humanities Education / PhD / Unrestricted

No description available.

Entuela Capani (2023). Digital vs analog teaching tools in Swedish education. Swedish, independent work in Swedish, basic level 15 higher education credits, specialization 4–6, spring term 2023. Department of Humanities, Education and Social Sciences. In the revised curriculum, the use of digital tools has been given considerable space in Swedish teaching. Thus, the purpose of this study is to investigate how the middle school teachers design teaching by combining both digital and analog teaching aids. What perceptions do teachers have when students’ learning and meaning making takes place via digital and analog teaching aids. Associated to this, it is also investigated whether the teachers have sufficient digital skills to conduct multimodal teaching and develop student’s critical insights and understanding. To answer the study’s questions, a qualitative study based on six semi-structured teacher interviews is used. The teacher’s perceptions are analyzed based on a phenomenographic method approach where five categories of description have been crystallized. The results of the study show that the interviewed teachers vary teaching between digital and analogue teaching aids because they consider that the teaching aids complement each other. Implementation of digital tools in teaching as mediated tools is considered a major challenge for middle school teachers. The fundamental factor lies behind their digital competences and that the development of digitization is not at the same pace as these competences. New didactic methods need to be implemented to deal with the new changes that digitization has created.

No description available.

Framed by a sociocultural understanding of literacy acquisition and learning, this research study investigates methods content area teachers can use to meet the needs of adolescent English language learners and native English speakers who struggle to read texts in school. The interventions were designed to both expand students’ concepts of literacy and of themselves as literate people, and to capitalized on students’ multiliteracies by using visual art to teach students how to notice main ideas in nonfiction texts. Statistical analyses indicate that English language learners made significant gains in reading comprehension. However, analyses of students’ written reflections and of stimulated recall interviews illustrate that, although students practiced literacies in diverse and powerful ways outside of school, they maintained generally low self-concepts and highly schoolish conceptions of literacy. / Teaching & Learning

Contemporary notions of literacy understand communication as a culturally, historically, and socially situated practice of using and interpreting a variety of linguistic and semiotic resources as they combine within oral and written textual genres to fulfill particular social goals within a given cultural context (Gee, 1998, 2012; Cope & Kalantzis, 2000; Kern, 2000; Kramsch, 1993, 1995; New London Group, 1996). These more recent views of literacy have important implications for foreign language (FL) teaching, and call for pedagogies which promote language learning as a socially and culturally situated practice. Despite this, lower level FL teaching in the US continues to feature instructional practices that promote decontextualized, transactional language usage with attention skewed toward oral communication (Byrnes, Maxim, & Norris, 2010; Kern & Schultz, 2005; Schulz, 2006) through materials that locate conversations in students' own contexts rather than in target language discourse contexts (Liddicoat, 2000; Magnan, 2008b). Further, foreign language (FL) departments contain bifurcated curricula where lower-level (LL) courses rooted in instrumental views of language focus on skills of communication, and upper-level (UL) courses primarily center around the study of canonical literature. In 2007 an Ad Hoc Committee of the Modern Language Association (MLA) problematized these divisions, calling upon departments to transform traditional structures toward a more coherent curriculum where language, culture, and discourse are taught holistically (MLA, 2007).This dissertation responds to this call with a curricular design project for intermediate collegiate-level French through a Global Simulation (GS) carried out through a genre-based approach and a Pedagogy of Multiliteracies (New London Group, 1996). For the duration of the course, students adopted character roles through which they enacted contextually- and identity-bound discourse styles within a culturally-grounded fictitious world. Informed by sociocultural theory, this research took a socio-constructivist qualitative approach to analysis of data from learner artifacts, participant written reflections, semi-structured interviews, and questionnaires to explore learners' responses to this fusion of pedagogies from three perspectives: 1) how prior experiences combined with goals and beliefs about language shaped learners' engagement and learning outcomes, 2) how the characters, context, tasks, and textual genres worked in combination to evoke situated language use, and 3) how character-adoption and reflective engagement with LC2 textual meanings invited cross-cultural perspective-taking in the discussion of contemporary social issues. Findings from these three inquiries demonstrate that despite the prevalence of traditional beliefs about language, culture, and FL study, learners are indeed inclined to adapt to new instructional contexts. Further, the combination of pedagogical activities - character, texts, tasks, and critical reflection - can foster second language learners' abilities to recognize culture, context, and identity in communication, and to appropriate language and other symbolic forms selectively for communication of particular meanings across different discourse contexts. These findings point to both the viability and the need to continue ongoing efforts to shape FL curricula and materials in ways which recognize the integral links between language, culture and discourse.