Creating Multimodal Reflections in an IEP Speaking-Listening Course

Autor/in	Macknish, Cynthia J.
Titel	Creating Multimodal Reflections in an IEP Speaking-Listening Course
Quelle	In: TESL Canada Journal, 36 (2019) 3, S.173-185 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Service Learning; English (Second Language); Second Language Learning; Second Language Instruction; Reflection; Multimedia Materials; Academic Language; Technological Literacy; Teaching Methods; Cooperative Learning; Learning Motivation; Personal Autonomy; Self Esteem; Scaffolding (Teaching Technique); Feedback (Response); Intensive Language Courses; Speech Communication; Listening Comprehension; Student Projects; Universities; Active Learning; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Service-Learning; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Motivation for studies; Lernmotivation; Individuelle Autonomie; Self-esteem; Selbstaufmerksamkeit; Intensivkurs; Sprachkurs; Hörverständnis; Schulprojekt; University; Universität; Aktives Lernen; Schulnote; Studentische Bewertung
Abstract	Reflection is a crucial element in service-learning and having English as a second language (ESL) students create multimodal reflections on their service-learning experience helps them develop multiliteracies and results in learning that is authentic and meaningful as students engage in social discourse while they develop their academic language and digital skills. Research indicates that integrating multimodal projects in ESL courses has the capacity to promote collaboration and learner autonomy, and improve motivation, self-confidence, and language skills. That said, the purpose for integrating multimodality should be clear, and explicit teaching, scaffolding, monitoring, and feedback are necessary for success. In addition, there are challenges to address. In this article, procedures for creating multimodal reflections using Adobe Spark are explained with reference to learners in an Intensive English Program (IEP) service-learning context, and suggestions are shared on how teachers of all levels can adopt and modify the project for different contexts. Challenges are discussed and assessment tools are presented. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01