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International Bilingual Journal of Culture, Anthropology and Linguistics ...
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| 2 |
Advancing writing analytics methodologies: a hybrid approach to analyzing errors in automated rhetorical feedback
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In: World Languages and Cultures Conference Papers, Posters and Proceedings (2021)
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"I Don't Know if That Was the Right Thing to Do": Cross-Disciplinary/Cross-Institutional Faculty Respond to L2 Writing
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In: Janet K Tinoco (2021)
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Seeing in Writing: A Case Study of a Multilingual Graduate Writing Instructor’s Socialization through Multimodality
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In: Journal of Multilingual Education Research (2021)
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Abstract:
With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic practices? Through systematic thematic coding and multimodal textual analysis of questionnaires, a classroom observation, writing materials, and a semi-structured interview, the study reveals that the participant, a graduate teacher of writing, transitioned from isolation to socialization through multimodality while developing a gendered consciousness. In addition, her identity shifted in power hierarchies as socialization enabled researching and teaching through multimodal and multisensorial identity.
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Keyword:
academic socialization; Higher Education and Teaching; identity; Language and Literacy Education; multilingualism; multimodality; Other Rhetoric and Composition; Scholarship of Teaching and Learning
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URL: https://research.library.fordham.edu/jmer/vol10/iss1/4
https://research.library.fordham.edu/cgi/viewcontent.cgi?article=1146&context=jmer
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| 5 |
Why Are We Doing This: How Students Find Meaning in Research Writing Across Contexts
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In: Doctoral Dissertations (2021)
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Female Fantastic in Anthologies: Gendering the Genre and its Discourse
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In: CLCWeb: Comparative Literature and Culture (2021)
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A Culture of Civic Action: Deliberative Pedagogy for Composition
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In: Theses and Dissertations (2021)
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| 8 |
Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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What's In a Mode: Writing Program Administrators' Perception, Value, and Implementation of Multimodality in First-Year Writing
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In: Doctoral Dissertations (2021)
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| 10 |
BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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| 11 |
Getting Our Act(ivism) Together: Understanding and Fostering Secondary and University Teacher Advocacy Collaborations
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In: Dissertations, Theses, and Student Research: Department of English (2021)
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| 12 |
Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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| 13 |
Using gamification to teach and engage students in the act of summary writing
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In: Journal of Media Literacy Education (2021)
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| 14 |
Echoing + Resistant Imagining: Filipino Student Writing Under American Colonial Rule
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In: Doctoral Dissertations (2021)
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| 15 |
Writing to Transgress: Autobiographies and Family Trees as Multimodal and Culturally Sustaining Writing Pedagogy
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In: Teaching/Writing: The Journal of Writing Teacher Education (2021)
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