Appropriation of Affordances of Multiliteracies for Chinese Literacy Teaching in Canada

Autor/inn/en	Kim, Mi Song; Xing, Xiaotong
Titel	Appropriation of Affordances of Multiliteracies for Chinese Literacy Teaching in Canada
Quelle	In: Research and Practice in Technology Enhanced Learning, 14 (2019), Artikel 1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-019-0095-2
Schlagwörter	Literacy Education; Multiple Literacies; Cognitive Style; Cultural Differences; Second Language Learning; Case Studies; Graduate Students; Teaching Methods; Chinese; Asians; Teacher Attitudes; Personal Narratives; Grounded Theory; Faculty Development; Foreign Countries; Second Language Instruction; Native Language Instruction; Canada + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Kultureller Unterschied; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; China; Chinesen; Asian; Asiat; Asiatin; Asiaten; Asiate; Lehrerverhalten; Erlebniserzählung; Ausland; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Kanada
Abstract	Innovative literacy teaching and learning approaches have proved that multiliteracies enables teachers to work with culturally and linguistically diverse (CLD) students. However, few studies have shed light on examining Chinese teachers' understanding and practices of multiliteracies in Canada. To respond to this challenge, this qualitative case study aims to understand how Chinese teachers who pursued multiliteracies graduate studies perceive and implement multiliteracies in teaching young CLD children Chinese literacy in Canada. We investigated narratives of two Chinese teachers to provide useful insights into their lived experiences of multiliteracies for Chinese literacy teaching. A constant comparison approach was adopted to analyze three data sources through narrative analysis: interviews, reflective writings, and curriculum materials. Findings suggest that these teachers actively appropriated affordances of multiliteracies for Chinese literacy teaching in Canada drawing upon graduate courses in multiliteracies. The paper concludes with the pertaining implications to highlight the importance of teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01