Translation for Multiliteracies: Case Studies of EFL and JFL Classrooms

Autor/inn/en	Lee, Vivian; Gyogi, Eiko
Titel	Translation for Multiliteracies: Case Studies of EFL and JFL Classrooms
Quelle	In: Pedagogies: An International Journal, 17 (2022) 2, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Vivian) ORCID (Gyogi, Eiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2020.1826948
Schlagwörter	Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Translation; Teaching Methods; Multiple Literacies; Korean; Japanese; Foreign Countries; Undergraduate Students; Introductory Courses; Decision Making; Language Proficiency; Language Usage; Language Processing; Diaries; Student Attitudes; Cross Cultural Studies; South Korea (Seoul); United Kingdom (London) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Koreanisch; Japaner; Japanisch; Ausland; Einführungskurs; Decision-making; Entscheidungsfindung; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Sprachverarbeitung; Diary; Tagebuch; Schülerverhalten; Cultural comparison; Kulturvergleich
Abstract	The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students' understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students' learning journals submitted after the lesson. Despite two different classroom settings and differences in students' language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01