Empowering English as an Additional Language Students through Digital Multimodal Composing

Autor/inn/en	Barnes, Melissa; Tour, Ekaterina
Titel	Empowering English as an Additional Language Students through Digital Multimodal Composing
Quelle	In: Literacy, 57 (2023) 2, S.106-119 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Melissa) ORCID (Tour, Ekaterina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12319
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; English (Second Language); Second Language Instruction; Immigrants; Critical Literacy; Semiotics; Educational Technology; Electronic Publishing; Student Characteristics; Preservice Teachers; Student Attitudes; Learning Modalities; Language Usage; Cultural Influences; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Immigrant; Immigrantin; Immigranten; Kritisches Lesen; Semiotik; Unterrichtsmedien; Elektronisches Publizieren; Schülerverhalten; Lernumgebung; Sprachgebrauch; Cultural influence; Kultureinfluss; Ausland; Australien
Abstract	While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3-6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01