Transnational Preservice Teachers’ Literate Lives and Writing Pedagogy in a Digital Era

2014 ◽  
pp. 298-315 ◽  
Author(s):  
Minda Morren López ◽  
Carol Brochin
Keyword(s):  
Preservice Teachers ◽  
Critical Reflection ◽  
English Language ◽  
Literacy Practices ◽  
Writing Pedagogy ◽  
Classroom Teachers ◽  
Literacy Narratives ◽  
Multimodal Texts ◽  
Digital Era ◽  
Dominant Ideologies

This chapter focuses on the experiences of Latin@ transnational preservice teachers as they detail their (bi)literate lives through multimodal texts, specifically digital timelines and literacy narratives. Using qualitative methods, the authors examine the ways in which the production of multimodal texts became the medium through which participants could reflect on their own literacy processes through reflection and sharing. Preservice teachers were also asked to discuss their understandings of writing pedagogy and how they envisioned their future classrooms. Most of the Latin@ participants reported multiple language use and a variety of contexts where they learned about literacies. In addition, the multimodal and digital aspects of the assignments assisted students in recalling memories, widening their views of what counts as literacy, and fostering more inclusive writing pedagogy. Providing future classroom teachers with opportunities for engaging in mulitimodal composing along with critical reflection has the potential to transform and disrupt dominant ideologies towards literacy practices and English language dominance. Understanding the complex literacy practices of preservice teachers may also lead to shaping the future of literacy instruction to better serve an increasingly multilingual, multicultural student population.

scholarly journals Transnational Preservice Teachers' Literate Lives and Writing Pedagogy in a Digital Era

2014 ◽  
pp. 1282-1299
Author(s):  
Minda Morren López ◽  
Carol Brochin
Keyword(s):  
Preservice Teachers ◽  
Critical Reflection ◽  
English Language ◽  
Literacy Practices ◽  
Writing Pedagogy ◽  
Classroom Teachers ◽  
Literacy Narratives ◽  
Multimodal Texts ◽  
Digital Era ◽  
Dominant Ideologies

This chapter focuses on the experiences of Latin@ transnational preservice teachers as they detail their (bi)literate lives through multimodal texts, specifically digital timelines and literacy narratives. Using qualitative methods, the authors examine the ways in which the production of multimodal texts became the medium through which participants could reflect on their own literacy processes through reflection and sharing. Preservice teachers were also asked to discuss their understandings of writing pedagogy and how they envisioned their future classrooms. Most of the Latin@ participants reported multiple language use and a variety of contexts where they learned about literacies. In addition, the multimodal and digital aspects of the assignments assisted students in recalling memories, widening their views of what counts as literacy, and fostering more inclusive writing pedagogy. Providing future classroom teachers with opportunities for engaging in mulitimodal composing along with critical reflection has the potential to transform and disrupt dominant ideologies towards literacy practices and English language dominance. Understanding the complex literacy practices of preservice teachers may also lead to shaping the future of literacy instruction to better serve an increasingly multilingual, multicultural student population.

scholarly journals Literacy Engagement in Multilingual and Multicultural Learning Spaces

2019 ◽  
Vol 36 (2) ◽  
pp. 1-25
Author(s):  
Theodora Kapoyannis
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
Cultural Landscape ◽  
English Language ◽  
Literacy Practices ◽  
Positive Impact ◽  
Design Based Research ◽  
Literacy Engagement ◽  
The Impact

This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers’ reflections. This article documents the positive impact of the intervention in supporting the students’ linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development. Cet article présente les constatations qualitatives d’une étude de recherche de doctorat plus importante conforme au modèle méthodologique de recherche-design (design-based research, ou DBR) dans laquelle j’ai examiné l’impact d’une innovation pédagogique conçue pour remettre en cause les normes unilingues et uniculturelles des pratiques de littératie et pour permettre à l’enseignement de s’adapter au paysage linguistique et culturel des salles de classe du 21e siècle. J’ai collaboré avec 11 enseignantes et enseignants universitaires en formation et 28 apprenantes et apprenants de la langue anglaise (English language learners,ou ELLs) de 2e et 3e année afin de concevoir et de mettre en œuvre une intervention en matière de litératie, baptisée Name Jar Project, centrée sur une émarche favorable à la culture de la littératie. J’ai constamment eu recours à des techniques d’analyse comparative pour analyser les sources de données, lesquelles  comprenaient des notes, des artefacts associés au prénom de chaque élève et des réflexions d’enseignantes et enseignants en formation. Cet article documente l’impact positif de l’intervention sur la réponse aux besoins linguistiques et culturels des élèves, l’affirmation de leur identité et la stimulation du développement de leur vocabulaire.

scholarly journals Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study

2018 ◽  
Vol 9 (6) ◽  
pp. 192 ◽  
Author(s):  
Salim Nabhan ◽  
Rahmad Hidayat
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Practices ◽  
Group Discussion ◽  
Literacy Skills ◽  
Multimodal Texts ◽  
Reading And Writing ◽  
Writing Practices ◽  
English Literacy

This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In addition, despite the fact that teachers still used print-based literacy, they supported the adoption of digital and multimodal literacy in their teaching. The findings also indicated that there was mostly misconception of English literacy skills limited to the only targeted skills of English language, and yet the nature of reading and writing practices has developed towards incorportion of printed based texts with multimodal texts. Nevertheless, some challenges occured in integrating multimodality into practices including curriculum design and different learners’ qualification. Findings collected from the this study might have implications for the curriculum development within the framework of multiliteracies and multimodality in the contemporary teaching and learning English language particularly in response to the emergence of technology.

scholarly journals Fostering EFL learners´ literacies through local inquiry in a multimodal experience

2016 ◽  
Vol 18 (2) ◽  
pp. 67 ◽  
Author(s):  
July Rincon ◽  
Amparo Clavijo-Olarte
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
English Language ◽  
Literacy Practices ◽  
Public Institution ◽  
Cultural Issues ◽  
Multimodal Texts ◽  
Language Class ◽  
Teachers And Students ◽  
Community Issues

Addressing students’ social reality through the exploration of community inquiries in the English language class can create learning environments for developing students´ language and literacies. This paper addresses the question in what ways community inquiries create opportunities for students to explore social and cultural issues in their neighborhoods using multimodality. It discusses the role community inquiries play in the development of literacy practices of a group of 10th graders in their EFL class. This descriptive qualitative project carried out at a public institution in the south of Bogotá, Colombia involved 40 participants. The goal of the institutional project is to transform the way students relate to the community in order to create local knowledge. Data was collected through videotape recordings of students´ presentations, teacher´s journal, students´ interactions in Facebook and students´ blogs in a 2-year period. The findings reveal that teachers and students enacted a critical pedagogy through an inquiry curriculum that explored community issues and allowed participants to become inquirers of their own realities. Students´ language learning was evident in multimodal texts in English in their blogs, in the use of EFL in their oral presentations and in their comments in response to peers in Facebook and their blogs. 

scholarly journals Entrepreneurial Skills to Be Successful in the Global and Digital World: Proposal for a Frame of Reference for Entrepreneurial Education

2021 ◽  
Vol 11 (7) ◽  
pp. 356
Author(s):  
Jacinto Jardim
Keyword(s):  
Transformational Leadership ◽  
Critical Reflection ◽  
Digital Communication ◽  
Digital Transformation ◽  
Frame Of Reference ◽  
Job Market ◽  
Digital World ◽  
Digital Era ◽  
Entrepreneurial Skills ◽  
Creativity And Innovation

For most professionals to succeed in the current job market, they need some entrepreneurial skills (ES). This study aimed to describe and systematize these skills, considering the current globalization and digital transformation phenomena. The documental analysis and the critical reflection on the collected data allowed us to identify the socio-economic and socio-cultural reasons for the relevance of this problem. Consequently, to elaborate a frame of reference intended to be adequate to the needs of the professionals of the current global and digital era. The results pointed to a tripartite ES model—to be open to novelty, to create solutions to emerging problems, and to communicate effectively—which integrates the following skills: Creativity and innovation, the spirit of initiative, self-efficacy and resilience, strategic planning, and evaluation, resolution of problems and decision-making, transformational leadership, clear and visual communication, teamwork and networking, and digital communication. In the continuation of this study, an ES scale will be created and validated according to this model, which will make it possible to measure the degree of development of these competencies.

Conflicting Discourses

2012 ◽  
Vol 44 (3) ◽  
pp. 300-338 ◽  
Author(s):  
Kathryn Ciechanowski
Keyword(s):  
Social Studies ◽  
English Language ◽  
Literacy Practices ◽  
Language Learner ◽  
Discursive Practice ◽  
Bilingual Students ◽  
Linguistic Features ◽  
Dominant Culture ◽  
School Text ◽  
Content Coverage

This article provides micro analysis of one representative incident from a larger qualitative study to examine how third-grade bilingual students and their teacher negotiated academic disciplinary and popular culture discourses in a social studies unit on Jamestown and Pocahontas. Informed by discourse and linguistic analyses, this study explores the competing dominant and nondominant discourses as they intersected and overlapped in the complex literacy practices in this classroom. Ms. Montclair’s instruction was shaped by the textbook’s approach to social studies and accountability pressures of testing and content coverage. Yet the students drew from everyday popular resources in their thinking, taking up nonacademic discourses to understand content. This research explores the following questions: (a) What are the predominant discourses evident in the official curricular text and teacher’s enactment of it? (b) What are the discourses evident in children’s everyday resources drawn on to make sense of the school text? (c) How do specific linguistic features make possible these discourses and perspectives? Findings demonstrate that students navigated across multiple discourses that were different but represented dominant culture. As discourses intersected in class, participants provided a level of critical analyses but did not deeply take up nondominant perspectives despite their own positioning from linguistically and culturally nondominant backgrounds. By showing the complexity of literate and discursive practice, this article contributes to understandings of how bilingual and English language learner students confront the demands of academic disciplinary language, draw on their own resources to make sense of content, and require explicit instruction on language and social justice.

Developing conversational competence through language awareness and multimodality: the use of DVDs

ReCALL ◽  
2009 ◽  
Vol 21 (3) ◽  
pp. 283-301 ◽  
Author(s):  
María Moreno Jaén ◽  
Carmen Pérez Basanta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Language Awareness ◽  
Multimodal Texts ◽  
Conversational Interaction ◽  
Conversational Competence ◽  
Oral Interaction

AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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