Meaning-Making, Multimodal Representation, and Transformative Pedagogy: An Exploration of Meaning Construction Instructional Practices in an ESL High School Classroom

Autor/in	Ajayi, Lasisi
Titel	Meaning-Making, Multimodal Representation, and Transformative Pedagogy: An Exploration of Meaning Construction Instructional Practices in an ESL High School Classroom
Quelle	In: Journal of Language, Identity, and Education, 7 (2008) 3-4, S.206-229 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
Schlagwörter	Second Language Instruction; Class Activities; Learning Activities; Vocabulary; Second Language Learning; Cartoons; English (Second Language); Teaching Methods; High Schools; Advanced Students; Power Structure; Educational Change; Politics; Semiotics; California + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Lernaktivität; Wortschatz; Zweitsprachenerwerb; Zeichentrickfilm; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Fortgeschrittener; Bildungsreform; Politik; Semiotik; Kalifornien
Abstract	This study was an exploration of how high school language learners and their teacher jointly constructed word meanings through multimodal representation and the sociopolitical reality of learners' lives as mediating factors in the context of simultaneous multiple learning activities. Thirty-three high school Advanced ESL 3 students were taught using a political text, photographs, and a campaign video clip. Using a variety of learning activities--meaning guessing, campaign advertisement, and cartoon strips; group and whole-class activities--learners negotiated meanings of selected vocabulary items and phrases in the text. A close analysis of the students' scripts revealed that they used multimodal resources as a tool to convey their identity/subjectivity in meaning-making engagements. I recommend a meaning-making theoretical framework and classroom practices that link English language learners with the sociocontextual frame of learning, critique and challenge social power relations between migrant English learners and the broader society, and emphasize transformation as the goal of pedagogical processes in the classroom. (Contains 3 figures.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10