Facilitating EFL Students' Civic Participation through Digital Multimodal Composing

Autor/in	Jiang, Lianjiang
Titel	Facilitating EFL Students' Civic Participation through Digital Multimodal Composing
Quelle	In: Language, Culture and Curriculum, 35 (2022) 1, S.102-117 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Lianjiang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1942032
Schlagwörter	English (Second Language); Second Language Instruction; Citizen Participation; Video Technology; Foreign Countries; Teaching Methods; Educational Technology; Technology Uses in Education; Social Justice; Undergraduate Students; Advocacy; Social Discrimination; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Soziale Gerechtigkeit; Sozialanwaltschaft; Soziale Benachteiligung; Soziale Schließung
Abstract	Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students' manifestation of CP during DMC. Data from student-authored videos, classroom observation, and interviews reveal that the students used DMC for three forms of CP, including advocacy of the sexually discriminated, fundraising efforts for the left-behind children stricken by poverty, and promoting civic learning of disease-related knowledge and protection measures. The findings also reveal that these forms of CP were manifested by the students' creative remixing of videos and visuals and ingenious layering of student-generated narrations based on their authentic concerns and community experiences. Implications on how DMC can be used to facilitate students' CP in language curricula are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01