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On sample efficiency and systematic generalization of grounded language understanding with deep learning
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The visual representation of dual language education
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2020)
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Ich und Welt verknüpfen. Allgemeinbildung, Vielperspektivität, Partizipation und Inklusion im Sachunterricht ...
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null. - : Schneider Verlag Hohengehren GmbH, 2019
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Ich und Welt verknüpfen. Allgemeinbildung, Vielperspektivität, Partizipation und Inklusion im Sachunterricht
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In: Baltmannsweiler : Schneider Verlag Hohengehren GmbH 2019, 209 S. (2019)
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Selecting and Desigining Visual Curriculum Materials for Inquiry-Based Instruction
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In: Faculty Publications (2019)
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Sharing Identity: Indexing Cultural Perspectives through Writing Responses to Graphic Novels
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In: SANE journal: Sequential Art Narrative in Education (2018)
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Pre-Service Teachers’ Perspectives on How the Use of TOON Comic Books during Guided Reading Influenced Learning by Struggling Readers
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In: SANE journal: Sequential Art Narrative in Education (2018)
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Multisite replication in second language acquisition research: attention to form during listening and reading comprehension
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| 9 |
The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude
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In: Boise State University Theses and Dissertations (2017)
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| 10 |
Visual literacy instruction in Cambodian ELT: an action research study and a new pedagogical framework
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Khan, Bophan. - : Sydney, Australia : Macquarie University, 2017
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Abstract:
Theoretical thesis. ; Bibliography: pages 282-313. ; Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Results and discussion for Part One’s case study -- Chapter 5. Literature review for Part Two’s action research -- Chapter 6. Results and discussion for Part Two’s action research -- Chapter 7. Implications of the thesis : a new pedagogical framework and two approaches for visual literacy instruction -- Chapter 8. Conclusion -- References -- Appendices. ; Visual literacy complements verbal literacy (Braden, 2001; Dwyer, 1988; Stokes, 2002), and the synergy between the two enable language learners to effectively utilise visual resources that saturate their learning spaces. However, visual literacy along with multimodality is an underresearched area in ELT and TESOL (Early, Kendrick, & Potts, 2015; Kress, 2000). ; Guided by the social semiotics (Kress & van Leeuwen, 2006), multiliteracies pedagogy (Cope & Kalantzis, 2015), and socio-cultural theory of learning (Vygotsky, 1978), this thesis set out to address this gap through a qualitative study in two parts, conducted at a leading public university in Cambodia. Part One was a case study of visual teaching and learning practices among six EFL lecturers and four groups of learners, using classroom observations, document analyses, interviews, and a survey. Part Two probed the issue further by implementing action research in a class at the same research site, using the four instruments in Part One plus student focus groups and diaries. The action research entailed two cycles of interventions. The first cycle implicitly taught questions the students could use to approach a visual resource more critically. The second cycle explicitly taught visual literacy metalanguage and provided visual analysis practices through an adapted model of the Teaching and Learning Cycle (da Silva Joyce, 2014). Part One suggested that the lecturer and student participants had varying degrees of visual literacy, were better at interpreting than creating visual resources, and generally agreed on the facilitative potential of visual literacy instruction for language learning. Part Two revealed that the visual teaching interventions in both cycles ameliorated learning attitudes, engagement, motivation, memory, vocabulary and grammar learning, and critical thinking. ; A pedagogical framework and two visual literacy instructional approaches have been proposed for ELT researchers and practitioners who believe in the educational value of visual multimodal resources and seek practical ways to use visual literacy to help achieve language learning, educational, and professional goals. ; Mode of access: World wide web ; 1 online resource (xx, 374 pages) colour illustrations
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Keyword:
Action research; Cambodian ELT; ELT; English language -- Study and teaching -- Foreign speakers; Language and languages -- Study and teaching -- Methodology; multiliteracies; multimodality; pedagogical framework; social semiotics; Teaching -- Aids and devices; teaching and learning cycle; Visual literacy; visual literacy instruction
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URL: http://hdl.handle.net/1959.14/1261106
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Using Superheroes to Visually and Critically Analyze Comics, Stereotypes, and Society
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In: SANE journal: Sequential Art Narrative in Education (2017)
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| 12 |
First Graders’ Use of the Bar Model to Communicate Their Understanding of the Equal Sign
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In: Boise State University Theses and Dissertations (2016)
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Teaching Spanish Through the Arts
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2016)
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| 14 |
Facilitating Language and Literacy Skills through Home, School, and Community Connections
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In: Curriculum, Foundations, & Reading Faculty Presentations (2016)
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"Stonewall Jackson Is a Unicorn" And "Dixieland DubStep": Creating Middle School Communities That Foster Multimodal Artistic Expressions Based on the American Civil War
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In: Curriculum Studies Summer Collaborative (2016)
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INSTRUCTIONAL DESIGN FOR DEAF STUDENTS: AN EXPERIMENTAL STUDY OF MULTIMEDIA INSTRUCTION AND COGNITIVE LOAD
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In: Theses and Dissertations--Curriculum and Instruction (2016)
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Do Re Mi? Yes! Using Music and Visual Arts to Promote Thai Children's English Vocabulary Development
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IMMERSE: Interactive Mentoring for Multimodal Experiences in Realistic Social Encounters
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In: DTIC (2015)
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SCRIBBLESCHOLAR WAS HERE: Confessional Notes of a Vandal Academic
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In: Theses and Dissertations--English (2015)
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Visualizing Abolition: Two Graphic Novels and a Critical Approach to Mass Incarceration for the Composition Classroom
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In: SANE journal: Sequential Art Narrative in Education (2015)
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