Multiliteracies Performance Assessment Zones (MPAZ)

2019 ◽  
pp. 165-198
Author(s):  
Stefania Savva
Keyword(s):  
Meaning Making ◽  
Linguistically Diverse ◽  
Literature Analysis ◽  
Virtual Museum ◽  
Multimodal Learning ◽  
Design Based Research ◽  
Analysis And Evaluation ◽  
Linguistically Diverse Students ◽  
Multimodal Interactions ◽  
Delivery Strategies

Recognition of the dramatically changing nature of what it means to be literate in the so-called “information age” has resulted in an increasing interest among the educational research community around the importance of students developing “multiliteracy” skills and engaging in multimodal learning. Nevertheless, for such learning to be meaningful, requires to reconceptualize delivery strategies and assessment of multimodally mediated experiences. The aim of this chapter is dual: First to introduce an alternative framework for formative assessment of multimodal interactions for learning. Secondly, the intention is to uncover the story of culturally and linguistically diverse students' multimodal experiences, resulting from engagement in the creation of a student-generated virtual museum during a design-based research implementation. Drawing from the literature, analysis, and evaluation using the framework explained, it is evident that virtual museum-based multiliteracies engagement, benefits pupils' multimodal awareness, meaning making, and development as active designers of their learning.

Analyzing the talking book Imagine a world: A multimodal approach to English language learning in a multilingual context

2019 ◽  
Vol 39 (6) ◽  
pp. 747-774
Author(s):  
Heather Lotherington ◽  
Sabine Tan ◽  
Kay L. O’Halloran ◽  
Peter Wignell ◽  
Andrew Schmitt
Keyword(s):  
Language Learning ◽  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Linguistically Diverse ◽  
English Language Teaching ◽  
Linguistically Diverse Students ◽  
Multimodal Analysis ◽  
Professional Interest ◽  
Semiotic Resources

Abstract In recent years there has been increased academic and professional interest and awareness in approaches to English language teaching (ELT) that take a plurilingual approach. This is often combined with a multimodal stance. The outcome of this combination is an approach to English language teaching that integrates multiple languages and multiple semiotic resources. This paper examines how a plurilingual approach to ELT can be viewed through a multimodal lens by analyzing the construction of a plurilingual talking book created as a student project in an elementary public school. The analysis uses multimodal analysis software to map the interaction of languages and images, in order to determine how these function as meaning-making resources in a multimodal, multiple-language text created by linguistically diverse students with high ELT needs. The findings indicate how combinations of different semiotic resources work together to create meaning, delineates the role of English in meaning-making, and illustrates the children’s multilingual interactions in the creation of their collaboratively composed multimodal talking book.

What Can I Do?

2017 ◽  
pp. 481-498
Author(s):  
Eliza G. Braden
Keyword(s):  
Critical Literacy ◽  
Meaning Making ◽  
Linguistically Diverse ◽  
Third Graders ◽  
Culturally And Linguistically Diverse ◽  
Inservice Teachers ◽  
Classroom Context ◽  
Linguistically Diverse Students ◽  
Text Types ◽  
Multimodal Text

This chapter offers preservice candidates and inservice teachers a portrait into a classroom context where one teacher: 1. Identified the experiences and backgrounds of 20 culturally and linguistically diverse students; 2. Used critical literacy as a theory to purposefully select literature grounded in the lives and experiences of her culturally and linguistically diverse third graders; and 3. Used critical literacy and multimodal text types to enhance students meaning making and talk. Implications for practice and research are provided.

Latinx Third Graders' Reading and Employing Activism During Tumultuous Times

2019 ◽  
pp. 259-280
Author(s):  
Eliza G. Braden
Keyword(s):  
Critical Literacy ◽  
Meaning Making ◽  
Social Activism ◽  
Multicultural Literature ◽  
Linguistically Diverse ◽  
Third Graders ◽  
Culturally And Linguistically Diverse ◽  
Classroom Context ◽  
Linguistically Diverse Students ◽  
Multimodal Text

This chapter offers preservice candidates and in-service teachers a portrait into a classroom context where one teacher: 1) identified the experiences and backgrounds of 20 culturally and linguistically diverse students, 2) used critical literacy as a theory to purposefully select critical multicultural literature grounded in the lives and experiences of her culturally and linguistically diverse third graders, and 3) used critical literacy and multimodal text types to enhance students meaning making and talk as they discussed social activism. Implications for practice and research are provided.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

scholarly journals Attractor states, control parameters, and co-adaptation in instructed L2 inferential comprehension: a design-based research study of a critical reading intervention

2013 ◽  
Vol 13 (2) ◽  
pp. 463-492
Author(s):  
Moisés Damián Perales Escudero
Keyword(s):  
Reading Intervention ◽  
Meaning Making ◽  
Theory And Practice ◽  
Control Parameters ◽  
Critical Reading ◽  
Design Based Research ◽  
Instructional Needs ◽  
Rhetorical Genre ◽  
L1 And L2 ◽  
Inferential Comprehension

Previous L1 and L2 research on inferential comprehension has tended to follow a quantitative orientation. By contrast, L2 research on critical reading is qualitative and tends to ignore inferences. This paper presents a qualitative, design-based study of a critical reading intervention focused on promoting generative rhetorical inferences and investigating co-adaptation and emergence of new meaning-making capacities. Complexity theory (CT) constructs were used to research processes of co-adaptation between the participants' comprehension and the teacher-researcher's understanding of learning and instructional needs. Identification of attractor states and control parameters in classroom discourse were used to explore unpredicted factors influencing the participants' inferential comprehension and further refine the intervention. The results indicate that rhetorical genre knowledge acted as a control parameter driving the students' comprehension to attractor states characterized by implausible inferences, and that this knowledge explains the emergence of pragmatic meaning (rhetorical inferences) from semantic meaning. The paper illustrates the usefulness of CT constructs in doing design-based research qualitatively in a manner that informs both theory and practice.

“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres

2020 ◽  
Vol 38 (1) ◽  
pp. 31-76
Author(s):  
Tanzina Ahmed
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Academic Success ◽  
Community College Students ◽  
Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Entry Points ◽  
Genre Knowledge

Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with classroom genres in community college helped them develop rhetorical reading and writing skills. When students wrote about their college lives across narrative genres, they reflected on higher education in varied ways to achieve differing sociocultural goals with distinct audiences. Finally, students’ experience with classroom and narrative genres predicted their GPA, implying that students’ genre knowledge signals and influences their academic success. These findings demonstrate how diverse students attending community college can use genres as resources to further their social and academic development.

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