Re-Imagining Literacy and Language Education for Girls of Color

2021 ◽  
pp. 004208592110039
Author(s):  
Grace D. Player ◽  
Mónica González Ybarra
Keyword(s):  
Women Of Color ◽  
Meaning Making ◽  
Language Education ◽  
Language And Literacy ◽  
Special Issue ◽  
Girls Of Color

This introduction to a special issue on Girl of Color literacies explores the editors’ purpose for creating the issue. Utilizing sociocultural definitions of literacy nuanced and bolstered by Women of Color theories of language and literacy, they establish an urgency to pursue research that is conducted with and for Girls of Color within the field of literacy. The editors articulate the goals of the special issue as well as provide proposed lines of inquiry the field must address to create research, pedagogies, and practices that are more loving toward Girls of Color and that honor their beautifully complex meaning-making practices.

Moscow megapolis as an educational environment in the system of intercultural foreign language education

2021 ◽  
pp. 27-33
Author(s):  
V.A. Goncharova ◽  
◽  
V.V. Alpatov
Keyword(s):  
Foreign Language ◽  
Urban Space ◽  
Personal Development ◽  
Meaning Making ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Educational Activity ◽  
Native Culture ◽  
The Social

Substantiated is the thesis for necessity and possibility of using the social cultural resources of Moscow city to establish an educational environment suitable for building intercultural communicative competence when teaching students foreign languages from the perspective of the intercultural approach. As a key point, the authors put forward the thesis that it is regional culture which is the only one available to the student to abide and understand by their national native culture (which comes equal with learning a foreign language culture within the goal-setting of intercultural foreign language education). At the same time, Moscow is grounded as a resource space for intercultural foreign language education, being a place for building the social environment and communication relations, the center of the regional level of native culture, and the city of intercultural communication. The authors define the related educational urbanistics as interdisciplinary field of designing socio-humanitarian knowledge and experience in the context of the mutually enriching integration of urban space and value-specific (educational) trajectories of personal development of the citizen. As a result, the authors formulate the basic principles of urban educational environment in the context of foreign language intercultural communicative training of students, including the following: knowledge of the universal (global) through the single (local), methodological work with space as a resource and a factor in educational activity design, taking an educational environment as an individually perceived value, designing individual educational trajectory on the basis of mapping, contextual learning, the priority of spontaneous meaning-making, a conscious distinction between education and vocational training.

Multimodal Literacy

2017 ◽  
Author(s):  
Kathy A. Mills ◽  
Len Unsworth
Keyword(s):  
Digital Media ◽  
Literacy Practices ◽  
Meaning Making ◽  
Digital Images ◽  
Social Contexts ◽  
Mobile Technologies ◽  
Language And Literacy ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Making Meaning

Multimodal literacy is a term that originates in social semiotics, and refers to the study of language that combines two or more modes of meaning. The related term, multimodality, refers to the constitution of multiple modes in semiosis or meaning making. Modes are defined differently across schools of thought, and the classification of modes is somewhat contested. However, from a social semiotic approach, modes are the socially and culturally shaped resources or semiotic structure for making meaning. Specific examples of modes from a social semiotic perspective include speech, gesture, written language, music, mathematical notation, drawings, photographic images, or moving digital images. Language and literacy practices have always been multimodal, because communication requires attending to diverse kinds of meanings, whether of spoken or written words, visual images, gestures, posture, movement, sound, or silence. Yet, undeniably, the affordances of people-driven digital media and textual production have given rise to an exponential increase in the circulation of multimodal texts in networked digital environments. Multimodal text production has become a central part of everyday life for many people throughout the life course, and across cultures and societies. This has been enabled by the ease of producing and sharing digital images, music, video games, apps, and other digital media via the Internet and mobile technologies. The increasing significance of multimodal literacy for communication has led to a growing body of research and theory to address the differing potentials of modes and their intermodality for making meaning. The study of multimodal literacy learning in schools and society is an emergent field of research, which begins with the important recognition that reading and writing are rarely practiced as discrete skills, but are intimately connected to the use of multimodal texts, often in digital contexts of use. The implications of multimodal literacy for pedagogy, curriculum, and assessment in education is an expanding field of multimodal research. In addition, there is a growing attention to multimodal literacy practices that are practiced in informal social contexts, from early childhood to adolescence and adulthood, such as in homes, recreational sites, communities, and workplaces.

scholarly journals Introduction to Special Issue: Critical Perspectives on Neoliberalism in Second / Foreign Language Education

L2 Journal ◽  
2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Katie A. Bernstein ◽  
Emily A. Hellmich ◽  
Noah Katznelson ◽  
Jaran Shin ◽  
Kimberly Vinall
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Special Issue ◽  
Critical Perspectives

The Normative Power of Images: Religion, Gender, Visuality

2015 ◽  
Vol 5 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Stefanie Knauss ◽  
Daria Pezzoli-Olgiati
Keyword(s):  
Visual Culture ◽  
Meaning Making ◽  
Gender Norms ◽  
The Other ◽  
Special Issue ◽  
Religious Traditions ◽  
Introductory Article ◽  
The Common ◽  
And Gender ◽  
The One

In this introductory article to the special issue of Religion and Gender on gender, normativity and visuality, we establish the theoretical framework to discuss the influence of visual culture on gender norms. This introduction also provides a reflection on how these norms are communicated, reaffirmed and contested in religious contexts. We introduce the notion of visuality as individual and collective signifying practices, with a particular focus on how this regards gender norms. Two main ways in which religion, gender and normativity are negotiated in visual meaning making processes are outlined: on the one hand, the religious legitimation of gender norms and their communication and confirmation through visual material, and on the other hand, the challenge of these norms through the participation in visual culture by means of seeing and creating. These introductory reflections highlight the common concerns of the articles collected in this issue: the connection between the visualisation of gender roles within religious traditions and the influence of religious gender norms in other fields of (visual) culture.

Listening, Language, and Literacy Development and Children With Hearing Loss Who are Learning Spoken Language

2020 ◽  
pp. 36-51
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Literary Criticism ◽  
Meaning Making ◽  
Spoken Language ◽  
Language And Literacy ◽  
Symbol Systems ◽  
Thinking Processes ◽  
Children With Hearing Loss ◽  
The Individual

This chapter explores the acquisition of spoken language and literacy in children with hearing loss whose auditory access through the use of hearing technology enables them to listen, and it examines the relationships among language, thought, and print that offer explanation of the role of spoken language as the foundation for literacy. It defines reading and writing as thinking processes that make use of symbol systems representative of spoken language and gives attention to the numerous cueing systems and conventions comprising representations of meaning. Drawing from cognitive psychology, linguistics, psycholinguistics, sociolinguistics, literary criticism, and critical traditions developed over time through study of people with typical hearing, this chapter argues that meaning making resides in the individual in the presence of symbols both heard and seen and for maximizing spoken language acquisition in children with hearing loss so as to prepare them for lifelong literacy and language use.

scholarly journals Returning ‘learning’ to education: Toward an ecological conception of learning and teaching

2018 ◽  
Vol 46 (4) ◽  
pp. 538-568 ◽  
Author(s):  
Cary Campbell
Keyword(s):  
Educational Research ◽  
Learning Process ◽  
Meaning Making ◽  
Educational Institutions ◽  
Special Issue ◽  
Life Process ◽  
Learning And Teaching ◽  
Or Practice

This article describes a notion of learning as adaptive semiotic-growth. In line with the theme of this special issue, learning will be approached on a broad ecological and evolutionary continuum – most generally expressed as a form of adaptation to the environment. Viewing learning through the criterion of signification (semiosis) means that learning is continuous across the entire biological realm. Both the life process and the learning process are expressed through forms of semiotic-engagement and involve continual adaptation and meaning-making. Thus, learning cannot be seen as unique to humans. Learning is more broadly ecological before it is “cultural”. From here we can imagine educational institutions as forms of exaptation, that evolved naturally to channel learning more effectively. Thinking of learning on an ecological continuum means that learning cannot be “located” or pinned down easily in educational research or practice. Rather, learning has a sporadic identity; it is emergent in the specificity of events and must be discerned within the practices that enact it. Realizing learning as something emergently enacted in the educative encounter, and not something that can be determined and implemented, allows us to resist turning learning into an accountability tool that can easily be used towards ideological ends.

scholarly journals Introduction to the Special Issue

2021 ◽  
pp. 190-194
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
Education Conference

Self-Directed Learning and Advising in Language Education Conference organized by IATEFL Learner Autonomy Special Interest Group (LASIG) and Ankara Yildirim Beyazit University School of Foreign Languages, Turkey (AYBU SFL) took place online on 24 April 2021. It was originally planned as a face-to-face event in 2019, yet it was postponed to a later date due to the global outbreak of the Coronavirus pandemic.

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