Multiliteracies Pedagogy: Creating Claymations with Adolescent, Post-Beginner English Language Learners

Autor/inn/en	Hepple, Erika; Sockhill, Margaret; Tan, Ashley; Alford, Jennifer
Titel	Multiliteracies Pedagogy: Creating Claymations with Adolescent, Post-Beginner English Language Learners
Quelle	In: Journal of Adolescent & Adult Literacy, 58 (2014) 3, S.219-229 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.339
Schlagwörter	Foreign Countries; Multiple Literacies; High School Students; English Language Learners; Student Diversity; Animation; Films; Secondary School Teachers; Student Empowerment; Learner Engagement; Cooperation; Multimedia Materials; Australia + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Film; Studienberechtigung; Co-operation; Kooperation; Australien
Abstract	In addressing literacy in high school education, it is important to foreground the particular issues faced by growing numbers of English Language Learners (ELLs). In our increasingly culturally and linguistically diverse classrooms, this is a matter for all literacy teachers, as well as ELL specialists. In Australia, teachers of ELLs are experimenting with Multiliteracies pedagogy which provides rich opportunities to explore language learning experiences and outcomes that stretch beyond exercises in reproduction in written and oral modes only. This paper documents the practice of a high school teacher who uses a claymation project, producing a movie by stop-motion filming of clay figures, with a class of low-level English literacy learners. Drawing on observations of three particular students, the paper outlines a number of possibilities of this approach for English language learners. These include increased individual agency; enhanced engagement through collaboration; and the opportunity to explore various elements of multimodal text design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10