Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions

2019 ◽  
Vol 103 (1) ◽  
pp. 179-204 ◽  
Author(s):  
YUMI MATSUMOTO
Keyword(s):  
Classroom Interactions ◽  
Writing Classroom ◽  
Multilingual Writing

Creating Digital Literacy Spaces for Multilingual Writers

2021 ◽  
Author(s):  
Joel Bloch
Keyword(s):  
Digital Literacy ◽  
Writing Classroom ◽  
Multilingual Writers ◽  
Multilingual Classrooms ◽  
Multilingual Writing ◽  
The Relationship

This book argues for the value of digital literacy in the multilingual writing classroom. It examines the relationship between digital and print literacies and addresses the design of literacy spaces for multilingual classrooms. The book will help teachers meet the challenges created by rapidly shifting technology.

Functions of laughter in English-as-a-lingua-franca classroom interactions: a multimodal ensemble of verbal and nonverbal interactional resources at miscommunication moments

2018 ◽  
Vol 7 (2) ◽  
pp. 229-260 ◽  
Author(s):  
Yumi Matsumoto
Keyword(s):  
Communicative Competence ◽  
Classroom Interactions ◽  
Lingua Franca ◽  
Multimodal Analysis ◽  
Communicative Functions ◽  
Communicative Strategies ◽  
Multilingual Writing ◽  
Or Practice ◽  
Shared Laughter ◽  
Us University

AbstractThis study qualitatively examines possible communicative functions of laughter in English-as-a-lingua-franca (ELF) interactional contexts. It particularly focuses on the sequences when students and their instructors deal with miscommunication in multilingual writing classrooms at a US university. Adapting perspectives from the multimodal turn, I conceive of laughter as part of the diverse multimodal interactional resources that speakers in ELF contexts can coordinate with speech and other nonverbal, embodied actions (e.g. smile and body orientation), but that are distinct resources from speech. Combining sequential, multimodal analysis with ethnographic information, the data analysis reveals that laughter can have various functions in ELF classroom interactions at miscommunication moments. Laughter often subtly signals nonunderstanding, which can then lead to interactional repair. Other possible functions of laughter include pre-empting miscommunication by marking a speaker’s problem related to vocabulary; teasing specific interlocutor(s); and building solidarity through shared laughter. Based on the analysis in this article, it can be argued that laughter may in fact be counterproductive in resolving misunderstanding in ELF classroom interactions due to its ambiguous, implicit nature. Findings suggest that ELF researchers benefit from developing a multimodal orientation by integrating nonverbal interactional resources into their discourse analyses in order to examine interlocutors’ complex communicative strategies in a way that meaningfully coordinates various semiotic modes such as laughter and smile. Such an approach would provide a more robust conceptualization of communicative competence or practice of interlocutors in ELF contexts.

Social Justice and Critical/Performative Communicative Pedagogy

2011 ◽  
Vol 4 (1) ◽  
pp. 21-34 ◽  
Author(s):  
John T. Warren
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Classroom Interactions ◽  
Point Of View ◽  
Constitutive Relationship ◽  
Just World ◽  
The World ◽  
Analytical Point ◽  
Embodied Pedagogy

Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discussion is a careful analytical point of view for seeing the world and a set of practices that work to imagine new ways of talking back.

PHASAL REALIZATIONS IN CLASSROOM DISCOURSE A Systemic-Functional Analysis

TABULARASA ◽  
2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Lasyuli Simbolon
Keyword(s):  
Functional Analysis ◽  
Strong Evidence ◽  
Classroom Discourse ◽  
Social Values ◽  
Classroom Interactions ◽  
Classification Schemes ◽  
Complementary Method ◽  
Academic Knowledge ◽  
Primary Instrument

This article examines the phasal realizations characteristic of the classroom discourse. The data are collected by means of audio-visual recordings and transcriptions, and they are analyzed by employing a complementary method of analysis of Young’s model. The primary instrument of this study is the researcher herself, whereas the secondary instruments are (1) classification schemes of the semiotic aspect in focus, (2) data sheets that contain 4 classroom discourse-in-texts, and (3) notes on each classroom discourse-in-text. The findings reveal that the CD-in-text as a whole is typically realized and characterized by the following: (1) Substantiation (SU) as the most prominent macro-function and the Conclusion (CO) as the least prominent, (2) the Interchange (IC) as the most prominent micro-function and the Apology (AP) as the least prominent. Based on the main findings, there is strong evidence to suggest that the ‘semiotic behavior’ of the CD-in-text as a whole is motivated by the goal-oriented need, and the goal to achieve has tended to be more academic-oriented than social-oriented. In this, the teachers as the primary speakers of the classroom interactions have tended to focus on the transformation of intellectual values (academic knowledge/skills) with the least social values involved therein. The most prominently occurring SU macro-function and IC micro-function are clear indicators of this endeavor. The scope and the objectives of this study have been delimited to investigate CD phenomena at the levels of phase and sub-phase.

Always in Translation

2019 ◽  
pp. 329-346
Author(s):  
Regina Galasso
Keyword(s):  
Code Switching ◽  
Latino Studies ◽  
Literary Texts ◽  
Junot Diaz ◽  
Latino Literature ◽  
Multilingual Writing

For outsiders, the languages of Latino literature are English, Spanish, and code-switching between the two languages. What is more, code-switching is considered a symptom of not knowing either language well. At the same time, Latinos themselves feel anxiety toward perceived deficiencies in both languages. This essay argues that Latino literature offers a complex use of language that can be appreciated through the lens of translation. This essay explores the forms of translation present in Latino literature suggesting that Spanish and English always exist in the presence and under the influence of each other. Discussions of Felipe Alfau, Junot Díaz, and Urayoán Noel highlight the centrality of translation issues in Latino writing ranging from creative output and expression to the making of subsequent versions of literary texts. Overall, considerations of translation in Latino studies can lead to a more complex understanding of the work of translators and multilingual writing in general.

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