Across Languages, Modes, and Identities: Bilingual Adolescents' Multimodal Codemeshing in the Literacy Classroom

Autor/inn/en	Pacheco, Mark B.; Smith, Blaine E.
Titel	Across Languages, Modes, and Identities: Bilingual Adolescents' Multimodal Codemeshing in the Literacy Classroom
Quelle	In: Bilingual Research Journal, 38 (2015) 3, S.292-312 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2015.1091051
Schlagwörter	Bilingualism; Self Concept; Multilingualism; Teaching Methods; Code Switching (Language); Adolescents; Interviews; Information Technology; Classroom Communication; Cultural Background; Grade 8; Middle School Students; English (Second Language); Second Language Learning; Urban Schools; Literature; Audio Equipment; Student Projects; Second Language Instruction; Semi Structured Interviews; Case Studies; Comparative Analysis + Suchen Sie Ihr Suchwort? Bilingualismus; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interviewing; Interviewtechnik; Informationstechnologie; Klassengespräch; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Literatur; Audio-CD; Schulprojekt; Fremdsprachenunterricht; Case study; Fallstudie; Case Study
Abstract	We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students' multimodal codemeshing practices. Through analysis of students' digital products and retrospective design interviews, we found that students meshed linguistic and modal resources to engage multiple audiences, convey multidimensional and nuanced meanings, and (re)voice their subjects' experiences. We conclude with pedagogical implications for practitioners seeking to incorporate students' multilingual and multimodal meaning-making resources in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01