Video "Reading" and Multimodality: A Study of ESL/Literacy Pupils' Interpretation of "Cinderella" from Their Socio-Historical Perspective

Autor/in	Ajayi, Lasisi
Titel	Video "Reading" and Multimodality: A Study of ESL/Literacy Pupils' Interpretation of "Cinderella" from Their Socio-Historical Perspective
Quelle	In: Urban Review: Issues and Ideas in Public Education, 44 (2012) 1, S.60-89 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-011-0175-0
Schlagwörter	Video Technology; Sentences; Popular Culture; Criticism; Students; Reading Instruction; English (Second Language); Literacy; Grade 3; Elementary School Students; Semiotics; Literacy Education; Hispanic American Students; Fairy Tales; English Language Learners + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Popkultur; Kritik; Student; Schüler; Schülerin; Studentin; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Alphabetisierung; Schreib- und Lesefähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Semiotik; Hispanic; Hispanic Americans; Students; Hispanoamerikaner; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen
Abstract	The purpose of this study was to investigate how Hispanic ESL/literacy learners used their socio-historical experiences and multimodal resources to mediate interpretation and representation of "Cinderella". Eighteen third-grade pupils "read" the video and re-created their understandings in pictures and sentences. The findings suggest that (a) "Cinderella" should be studied in ESL/literacy curricula as an object of social knowledge and critical analysis, (b) ESL/literacy teachers can use the self-reflective approach to facilitate a critical interpretation of popular cultural texts, and (c) reconceptualizing elementary ESL/literacy classrooms as semiotic spaces allows pupils to interpret videos with a wide range of multimodal resources, and in the process, become consumers and producers of systems of communications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10