Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language Teaching: A Teacher's One-Year Action Learning Circle

Autor/inn/en	Wang, Danping; Li, Danni
Titel	Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language Teaching: A Teacher's One-Year Action Learning Circle
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 12 (2022) 1, Artikel 4 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Danping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
Schlagwörter	Teaching Methods; Multiple Literacies; International Schools; Multimedia Instruction; Second Language Learning; Second Language Instruction; Chinese; Language Teachers; Video Technology; Faculty Development; Foreign Countries; Guidelines; Language Proficiency; Case Studies; Advanced Placement Programs; Poetry; Middle School Students; Educational Technology; Collaborative Writing; Active Learning; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; International school; Internationale Schule; Multimediales Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; China; Chinesen; Language teacher; Sprachunterricht; Ausland; Richtlinien; Language skill; Language skills; Sprachkompetenz; Case study; Fallstudie; Case Study; Lyrik; Poesie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterrichtsmedien; Aktives Lernen; Hongkong
Abstract	This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English in an international school in Hong Kong. Using the Action Learning Circle as a guiding framework, this study analysed a Chinese language teacher's one-year self-initiated exploration of multiliteracies and multimodality with students of different proficiency levels. Data analysis is unpacked through interview reflections and three digital multimodal composition (DMC) projects that the teacher designed to explore the unique processes of incorporating multiliteracies and multimodality into Chinese language teaching. This study has filled in multiple research gaps by being one of the first to look at DMC in Chinese language teaching through a teacher-focused investigation. It has also included a more balanced focus on both visual and video projects to respond to the linguistic features of the Chinese language. Continuous professional learning and strong institutional support are required to fully embed multiliteracies into language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01