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Multimodal Pedagogies in Diverse Classrooms

Multimodal Pedagogies in Diverse Classrooms Author Pippa Stein
ISBN-10 9781134144440
Release 2007-11-07
Pages 192
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Multimodal Pedagogies in Diverse Classrooms examines how the classroom can become a democratic space founded on the integration of different histories, modes of representation, feelings, languages and discourses, and is essential reading for anyone interested in the connection between multimodality, pedagogy, democracy and social justice in diverse classrooms. Pippa Stein combines theory with material taken from post-apartheid classrooms in South Africa where students from different language and cultural backgrounds negotiate the ongoing tensions between tradition and modernity, Western and African intellectual thought, as well as the apartheid-past of their parents, and their own aspirations for the future. This insightful book argues that classrooms can become ‘transformative’ sites in which students can develop curricula and pedagogies which speak to the diversity of global societies, and looks at: How multimodality can be used to promote social justice and democracy in diverse classrooms; The forms of representation through which students make meaning in classrooms; How those forms contribute to the building of democratic cultures; The cultural resources available to students, and how they are used for learning; Difference as a productive energy for learning. Dealing with issues such as democracy, politics of difference, diversity, multicultural and multilingual classrooms, this book is as pertinent to readers across the globe as it is to those in South Africa, and will be invaluable and fascinating reading for anyone working or interested in this field.



Multimodal Approaches to Research and Pedagogy

Multimodal Approaches to Research and Pedagogy Author Arlene Archer
ISBN-10 9781317999812
Release 2014-03-14
Pages 228
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This book brings together social semiotics, cultural studies, multiliteracies, and other approaches in order to theorize very different learning environments, giving visibility to the modal effect in a range of disciplines. It highlights the ideological nature of discursive practices, examines questions of access, and argues for transformation of these practices, with a constant eye on issues of social justice and equity. Contributors argue that we can harness learners’ representational resources through making these resources visible, and creating less regulated spaces in the curriculum in which they can be used. Examples from primary education through to adult continuing education are used throughout the text.



Power and Meaning Making in an EAP Classroom

Power and Meaning Making in an EAP Classroom Author Christian W. Chun
ISBN-10 9781783092949
Release 2015-01
Pages 232
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This book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.



Critical Pedagogies and Language Learning

Critical Pedagogies and Language Learning Author Bonny Norton
ISBN-10 9780521828024
Release 2004-01-26
Pages 362
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This volume applies the critical pedagogical approach to the area of language learning, and in doing so, it addresses such topics as critical multiculturalism, gender and language learning, and popular culture.



Routledge Encyclopedia of Language Teaching and Learning

Routledge Encyclopedia of Language Teaching and Learning Author Michael Byram
ISBN-10 9781136235535
Release 2013-06-26
Pages 856
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The Routledge Encyclopedia of Language Teaching and Learning is an authoritative reference dealing with all aspects of this increasingly important field of study. Offering a comprehensive range of articles on contemporary language teaching and its history, it has been produced specifically for language teaching professionals and as a reference work for academic studies at postgraduate level. In this new edition, every single entry has been reviewed and updated with reference to new developments and publications. Coverage has been expanded to reflect new technological, global and academic developments, with particular attention to areas such as online and distance learning, teacher and learner cognition, testing, assessment and evaluation, global English and teacher education. Themes and disciplines covered include: Methods and materials, including new technologies and materials development Contexts and concepts, such as mediation, risk-taking in language learning and intercomprehension Influential figures from the early days of language teaching to the contemporary Related disciplines, such as psychology, anthropology and corpus linguistics? It covers the teaching of specific languages, including Japanese, Chinese, Arabic and African languages, as well as English, French, German and Spanish. There are thirty five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items examine language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.



Multilingual Universities in South Africa

Multilingual Universities in South Africa Author Dr. Liesel Hibbert
ISBN-10 9781783091676
Release 2014-04-16
Pages 232
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Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners’ attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand their multiple identities and use the available languages to create multilingual learning environments.



Literacy and Power

Literacy and Power Author Hilary Janks
ISBN-10 9781135197834
Release 2009-10-16
Pages 250
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Hilary Janks addresses key questions about literacy and power in this landmark text that is both engaging and accessible. Her central argument is that competing orientations to critical literacy education − domination (power), access, diversity, design − foreground one over the other, but are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. She examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration. Sitting at the interface between theory and practice, constantly moving from one to the other, the text is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another. In the groundbreaking final chapter Janks considers how the rationalist underpinning of critical literacy tends to exclude the non-rational shows ways of working ‘beyond reason’ − pleasure and play, desire and the unconscious − and makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation.



Handbook of research on new literacies

Handbook of research on new literacies Author Julie Coiro
ISBN-10 0805856528
Release 2008
Pages 1367
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Situated at the intersection of two of the most important areas in educational research today a " literacy and technology a " this handbook draws on the potential of each while carving out important new territory. It provides leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research pertaining to new literacies. Reviews of research are organized into six sections: Methodologies Knowledge and Inquiry Communication Popular Culture, Community, and Citizenship: Everyday Literacies Instructional Practices and Assessment Multiple Perspectives on New Literacies Research FEATURES Brings together a diverse international team of editors and chapter authors Provides an extensive collection of research reviews in a critical area of educational research Makes visible the multiple perspectives and theoretical frames that currently drive work in new literacies Establishes important space for the emerging field of new literacies research Includes a unique Commentary section: The final section of the Handbook reprints five central research studies. Each is reviewed by two prominent researchers from their individual, and different, theoretical position. This provides the field with a sense of how diverse lenses can be brought to bear on research as well as the benefits that accrue from doing so. It also provides models of critical review for new scholars and demonstrates how one might bring multiple perspectives to the study of an area as complex as new literacies research. The Handbook of Research on New Literacies is intended for the literacy research community, broadly conceived, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas that find literacy to be an important area of investigation.



Designing Synthesis in Image and Word

Designing Synthesis in Image and Word Author Mark Evan Nelson
ISBN-10 UCAL:C3528109
Release 2007
Pages 414
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Designing Synthesis in Image and Word has been writing in one form or another for most of life. You can find so many inspiration from Designing Synthesis in Image and Word also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Designing Synthesis in Image and Word book for free.



Constructing Representations to Learn in Science

Constructing Representations to Learn in Science Author Russell Tytler
ISBN-10 9462092028
Release 2013
Pages 220
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Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identifi ed as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.



Language and Culture

Language and Culture Author David Nunan
ISBN-10 9781135153908
Release 2010-05-07
Pages 248
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This state-of-the-art exploration of language, culture, and identity is orchestrated through prominent scholars’ and teachers’ narratives, each weaving together three elements: a personal account based on one or more memorable or critical incidents that occurred in the course of learning or using a second or foreign language; an interpretation of the incidents highlighting their impact in terms of culture, identity, and language; the connections between the experiences and observations of the author and existing literature on language, culture and identity. What makes this book stand out is the way in which authors meld traditional ‘academic’ approaches to inquiry with their own personalized voices. This opens a window on different ways of viewing and doing research in Applied Linguistics and TESOL. What gives the book its power is the compelling nature of the narratives themselves. Telling stories is a fundamental way of representing and making sense of the human condition. These stories unpack, in an accessible but rigorous fashion, complex socio-cultural constructs of culture, identity, the self and other, and reflexivity, and offer a way into these constructs for teachers, teachers in preparation and neophyte researchers. Contributors from around the world give the book broad and international appeal.



Reading the Visual

Reading the Visual Author Frank Serafini
ISBN-10 9780807754719
Release 2013
Pages 189
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Reading the Visual is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This engaging book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels.



Multimodality and Social Semiosis

Multimodality and Social Semiosis Author Margit Böck
ISBN-10 9781136726859
Release 2013-07-24
Pages 314
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Gunther Kress, one of the founders of social semiotics and multimodality, has made lasting contributions to these fields through his work in semiotics and meaning-making; power and identity; agency, design, production; and pedagogy and learning; in varied sites of transformation. This book brings together leading scholars in a variety of disciplines, including social semiotics, pedagogy, linguistics, media and communication studies, new literacy studies, ethnography, academic literacy, literary criticism and, more recently, medical/clinical education, to examine and build upon his work. This disciplinary diversity is evidence of the ways in which Kress' work has influenced and been influenced by a wide range of academic work and intellectual endeavors and how it has been used to lay foundations for theory-building and concept development in a varied yet connected range of areas. The individual contributions to the book pick up the threads of the often collaborative work of the authors with Kress; they show how these approaches were subsequently developed and discuss what future trajectories the authors see for them.



Handbook of Research on Reading Comprehension

Handbook of Research on Reading Comprehension Author Susan E. Israel
ISBN-10 0805862005
Release 2009
Pages 684
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The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy.



Writing Centres in Higher Education

Writing Centres in Higher Education Author Laura Dison
ISBN-10 9781928357544
Release 2017
Pages 210
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Writing Centres in South Africa, and globally, are now well established academic support centres within many universities. Historically tasked with supporting students as they grapple with the demands of academic writing, many centres are now moving beyond their own walls to work with academic tutors, lecturers and departments to rethink the ways in which knowledge is transformed into different kinds of disciplinary writing. This move raises pertinent questions for writing centre directors, tutors/consultants, and for the universities that house them: how does a centre, tasked with supporting more general academic literacy development through writing pedagogies, initiate students into a range of particularised discourse communities? How do writing centre staff and disciplinary lecturers negotiate their shared, and separate, concerns for student learning through collaborative writing development projects? How do writing centres work with assignments and forms of literacy that challenge them to reconfigure their own pedagogical practices and expand their conceptions of writing support? How do writing centres maintain their core focus as they move flexibly beyond their own spaces to understand the nature of disciplinary writing? This collection of essays reflects on the ways in which writing centres in South Africa are working in and across disciplines. Institutional constraints and challenges that arise from these collaborations are addressed and opportunities for transforming teaching and learning spaces are explored. The chapters speak to the global move in higher education to reconsider how knowledge is made, who makes it, and how support and development opportunities for students and lecturers should be created and sustained across the disciplines. This volume contributes to the body of knowledge in the growing field of the scholarship of teaching and learning in higher education in South Africa. It builds on the work of the first collection of such essays: Changing Spaces: Writing Centres and Access to Higher Education (Eds. A. Archer and R. Richards, 2011, SUN PReSS) to understand why working within the disciplines is so critical for writing development in a South African context.



Learning Cities

Learning Cities Author Sue Nichols
ISBN-10 9789811081002
Release 2018-03-29
Pages 246
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This book is an interdisciplinary text exploring the learning and educative potentials of cities and their spaces, including urban and suburban contexts, at all stages of life. Drawing on the insights of researchers from diverse fields, such as education, architecture, history, visual sociology, applied linguistics and sensory studies, this collection of papers develops and demonstrates the connection between experience, in all its dimensions, and informal learning in the city. The chapters discuss various sensory domains of experience, considering visual, embodied, and even sexual dimensions in relation to what and how learning operates, and the contributors reflect on their learning and inquiring experiences in the city, with special reference to topics such as narrativity, ‘race’ and ethnicity, equity, urban literacy, re-generation, participation, representation and oral histories.



Multilingualism and Multimodality

Multilingualism and Multimodality Author Ingrid de Saint-Georges
ISBN-10 9789462092662
Release 2013-09-03
Pages 202
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In the social sciences and humanities, researchers often qualify the period in which we are living as ‘late-modern’, ‘post-modern’ or ‘superdiverse’. These terms seek to capture changing conditions and priorities brought about by a new social order. This social order is characterized, among other traits, by an increased visibility of social, cultural and linguistic diversity, arising out of unprecedented migration and mobility patterns. It is also associated with the development of information and communication technologies, which in the digital era transform communication patterns, identities, relationships and possibilities for action. For education, these late-modern conditions create numerous interesting challenges, given that they are of course reflected in the classroom and other sites of learning. Conditions of ‘superdiversity’ mean that, in educational institutions, varied practices, linguistic repertoires, and symbolic resources come into contact, posing questions about how institutions and actors choose to deal with this diversity. Likewise, digital technologies with their possibilities for assembling and using multimodal texts in new ways transform the learning experience, redefining what counts as teaching, learning, knowledge, or assessment. By providing careful analyses of policies and interactions in superdiverse, technologically complex, educational contexts, the authors of this volume contribute something important: they give a shape – a semiotic form – to some of the issues raised by transnational migration, sociocultural diversity, and digital complexity. They construct a framework for reflecting about the new social order and its impact on education. They also reveal the kinds of new questions and new terrains that can and must be explored by linguistic research if it wants to stay relevant for education in these times of change.