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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 2 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 3 |
Investigating the Enactment of Core Teaching Practices for Multilingual Learners Across Teaching Contexts: A Case Study
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In: Journal of Multilingual Education Research (2021)
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| 4 |
Cariño Pedagogy: A Framework of Corazón
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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| 5 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 6 |
The Online Classroom: Best Practices for Teaching in a Pandemic
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 7 |
Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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| 8 |
"I Need MORE Help": A Rise in Demand for Special Education in Ontario
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In: Major Papers (2020)
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| 9 |
Teachers Co-Constructing Multilingual and Multimodal Digital Literacy Practices: Examining Critical Transnational Professional Development
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In: Doctoral Dissertations (2020)
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Abstract:
Linguistic, semiotic, and digital diversity is a challenge and an opportunity for language teachers who often wonder: What do we do with all of this? Communicative repertoires (Rymes, 2012), translanguaging (García and Wei, 2014), multimodality (Jewitt and Kress, 2003), multiliteracies (Cope and Kalantzis, 2009), digital literacy (Littlejohn, Beetham, and McGill, 2012), and technological, pedagogical teachers’ knowledge (Kohler and Mishra, 2007, 2009) advocate for including diverse communicative resources in language learning. Nevertheless, studies in the area center predominantly on students or individual teacher cases in English dominant, or dual/multilingual language school contexts in developed countries. This year-long multimodal, online ethnography examines how teachers explore and critically implement multilingual, multimodal, and digital strategies in Colombia. The participants are seven language teachers who tutored undergraduate learners in a blended English as a foreign language program at a private university in Colombia, South America. Teachers meet online and in face-to-face workshops where they use multilingual, multimodal, and digital resources to generate infographics, and short videos for the benefit of other teachers and students. This study revolved around these research questions: a)How do in service teachers’ understandings of translanguaging, and multimodal, and digital technologies unfold during a transnational professional development program? b) What tensions do teachers experience when they discuss multilingual, multimodal, and digital resources in their practice? The data set includes interviews, multilingual notes and transcripts of meetings, and the multimodal productions created by them. Using narrative analysis, post-qualitative Deleuzo-Guattarian analysis and Critical Discourse Analysis, this study shed light on rhizomatic and decolonizing pathways of translanguaging and multimodality that teachers create in Global South contexts. It also elucidates new entanglements and possibilities for implementing translanguaging and multimodality for equitable access from a decolonizing perspective.
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Keyword:
and Multicultural Education; Bilingual; Decolonizing TESOL; Higher Education and Teaching; Instructional Media Design; Language and Literacy Education; Multilingual; multimodality; Online and Distance Education; Other Teacher Education and Professional Development; professional development; TESOL teachers; translanguaging
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URL: https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=3098&context=dissertations_2
https://scholarworks.umass.edu/dissertations_2/2055
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| 10 |
Breaking Down the Barriers of Affordability & Accessibility: B-CU’s Open Sources Project - MLS 131 & 132
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2019)
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| 11 |
Performing WeChat Recording Tasks in Mixed-Ability Study Abroad Content Courses
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In: Publications (2018)
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| 12 |
Motivating Students to Learn a Programming Language: Applying a Second Language Acquisition Approach in a Blended Learning Environment
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In: Publications (2018)
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| 13 |
Strategic Approaches: Academic Success Strategies For At Risk Students
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In: National Youth Advocacy and Resilience Conference (2018)
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| 14 |
Communicative equality: Needs assessment of sign language interpreters in South Dakota
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 15 |
Educating Incarcerated Youth In Illinois: A Blended Learning Model
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In: Dissertations (2017)
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| 16 |
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme
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In: Australian Journal of Teacher Education (2017)
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| 17 |
The influence of an online pronunciation teacher’s manual on teachers’ cognitions
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In: Graduate Theses and Dissertations (2017)
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| 18 |
Writing their way to the university: An investigation of Chinese high school students' preparation for writing in English in high schools, cram schools, and online
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In: Open Access Dissertations (2016)
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| 19 |
Teaching English Learners in Middle Grades: A Mixed Method Study of the Dispositions, Priorities, and Instructional Practices of Urban Bilingual, ESL, and Content Teachers
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In: Dissertations (2015)
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| 20 |
HONORING DIVERSITY IN AN ONLINE CLASSROOM: APPROACHES USED BY INSTRUCTORS ENGAGING THROUGH AN LMS
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2015)
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