Multilingual and Multimodal Composition at School: "ScribJab" in Action

Autor/inn/en	Dagenais, Diane; Toohey, Kelleen; Bennett Fox, Alexa; Singh, Angelpreet
Titel	Multilingual and Multimodal Composition at School: "ScribJab" in Action
Quelle	In: Language and Education, 31 (2017) 3, S.263-282 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2016.1261893
Schlagwörter	Multilingualism; Handheld Devices; Web Sites; Writing (Composition); Computer Software; Ethnography; Classroom Environment; Multiple Literacies; Secondary School Students; English (Second Language); Second Language Learning; French; Technological Literacy; Language of Instruction; Language Teachers; Error Correction; Teaching Methods; Student Attitudes; Code Switching (Language); Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Web-Design; Schreibübung; Ethnografie; Klassenklima; Unterrichtsklima; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Französisch; Technisches Wissen; Teaching language; Unterrichtssprache; Language teacher; Sprachunterricht; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; Kanada
Abstract	In this article, we explain how recent research on multilingualism, multilingual education, and multimodality informs our thinking about the use of "ScribJab," a multilingual iPad application and website ("ScribJab.com"), which enables users to compose, illustrate, and narrate stories in two languages. Drawing on excerpts from ethnographic observations in two schools, we recount how students and teachers took up "ScribJab" and illustrate how the tool's design was linked with and contradicted teachers' and schools' stated and enacted language policies, ideas about assessment, and understandings of multimodality. We conclude by arguing that the ecology of the classrooms was materially altered by "ScribJab" and further changes are required to make multilingual pedagogies, multimodal composition, and their assessment more commonplace in schools. We propose that future work on multilingual and multimodal education may need to consider more than the human aspects of classroom life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01