Language and Literacy (Journal)
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446 research outputs found
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English (Canada)
No full textRecognizing the cultural transitions Chinese international students undergo as readers in the Canadian higher education system, this study explores the difficulties encountered by four Chinese students and uncovers how they experienced, responded to, and transformed in a new cultural reading environment. Focusing on the notion of a reader’s identity, this study uses narrative inquiry to show how participants’ readers identities are reconstructed in a new cultural reading environment. It concludes that readers’ identities reflect readers’ different cultural memberships. As international students crossing cultural boundaries, their identities as readers shape how they interpret and understand the meaning of reading materials
Anglophone Picturebook Shared Reading in Chinese Families: A Typology Exploring Parent-Child Interaction Patterns
No full textThis study examined parent-child interactions during foreign-language shared reading of Anglophone picturebooks at home by Chinese parents. It is among the first to probe foreign-language shared reading in the home setting. Data was obtained from in-depth ethnographic observation of seven parent-child dyads and from interviews, with a survey comprising 565 parent respondents providing background for this wider evidence. A grounded theory approach was applied to generate a new, five-part typology of Chinese parents\u27 English picturebook reading practices. This new typology reveals the diversity of parent-child interaction processes by categorizing them according to five foci: the literal focus, the literacy skill focus, the literary focus, the exploratory focus and the digital focus. The findings of this study may have a reciprocal effect on the study of first- and second-language shared reading practices and can be applied to analysis of or intervention in shared reading, at home or in school settings
A Case Study of Experiences with Transmediation for a Student with Learning Disabilities
No full textThis case study explored the experiences with transmediation by a fourth grade student with learning disabilities (LD) and his teacher. Findings revealed that the student encountered mixed responses to his practices by the classroom community. Underlying these perspectives were issues of social capital contributing to the power dynamics of the classroom, and two contrastive provincial curriculum documents guiding classroom literacy instruction and assessment. Drawing on these findings, we discuss the nuances and complexities of transmediation for students with diverse learning needs.
Understanding Children’s Drawings as Sociomaterial Assemblages of Voice during Pandemic Times
No full textDuring the COVID-19 pandemic, schools transitioned to online learning. Utilizing sociomaterial assemblages and visual methods alongside interviews to prompt children’s voices, we collected drawings from primary students at two Eastern Canadian schools to achieve a multimodal understanding of children’s online learning experiences. Younger children’s drawings reflected the issues with technology and lack of socialization, while older children’s depicted their enjoyment with online learning with the agency afforded by learning from home. We found that pedagogical creativity and innovation were essential to successful online learning. This research demonstrates the efficacy of a sociomaterial perspective on children’s drawings for eliciting children’s agentic voices
Learning to Teach Outside the Box: Exploring Newness in Literacies Pedagogies in a Pandemic
No full textThis article explores the innovative lesson planning assignments of preservice teacher, Marie, as part of an alternate teaching practicum during the pandemic closure of schools in Spring 2020. Marie viewed this shift in context as an opportunity to “think outside of the box”, to be creative and divert from a traditional lesson planning template. As we read the examples from Marie’s lesson plan assignments, we think with posthumanist theories of entanglement, intra-actions and the producing of newness in literacies pedagogies. We share data that show the entanglements of more-than-humans and humans within the innovative lesson plan format. In exploring Marie’s lesson plan redesigns and her reflections on them, we consider the ways these pedagogies were produced through the intra-actions of assignment criteria, provincial curricula, Marie’s knowledge of her students, families, available learning materials, and pandemic conditions. We consider how the implications of this lesson format contribute to newness in our ways of thinking and doing as teacher educators of literacies
Améliorer la relationnalité par à l\u27engagement poétique avec PhoneMe: Contextes transmodaux et agence d\u27interprétation
No full textThis article explores the role of literary user preference and experience of contextualizing information in the interpretive responses to poems on PhoneMe, a social media web-platform and mobile app for place-based spoken word poetry. 137 education students in three Canadian universities participated by completing a survey that asked them to choose one of three stylistically distinct poems and subsequently introduced multimodal contextual information about the poet and location inspiring the poem. Findings indicate a productive tension between the reader/user’s interpretive agency with typographic text and the increasing relationality imposed by indexical, transmodal information, thus helping to update Reader Response theory.Cet article explore le rôle de la préférence des utilisateurs littéraires et de l\u27expérience de contextualisation des informations dans les réponses interprétatives aux poèmes sur PhoneMe, une plate-forme Web de médias sociaux et une application mobile pour la poésie parlée basée sur le lieu. 137 étudiants en éducation de trois universités canadiennes ont participé en remplissant un sondage qui leur demandait de choisir l\u27un des trois poèmes stylistiquement distincts et ont ensuite introduit des informations contextuelles multimodales sur le poète et le lieu inspirant le poème. Les résultats indiquent une tension productive entre l\u27agence interprétative du lecteur/utilisateur avec le texte typographique et la relationnalité croissante imposée par l\u27information indexicale et transmodale, contribuant ainsi à mettre à jour la théorie de la réponse du lecteur
Drawing and Play as Windows into a Child’s Multimodal Meaning-Making Development during COVID-19
No full textFramed within multimodality and situated in a bounded socio-geographical context (i.e., Vancouver), this ethnographic case study provides an in-depth analysis of a bilingual 8-year-old girl’s literacy practices of meaning-making established across varied semiotic modes (i.e., linguistic, visual, audio, spatial, embodied, kinesthetic) during COVID-19. The study draws upon 13 open-ended informal interviews, three sessions of imaginative play, and 16 participant-generated artifacts. The findings revealed two themes (i.e., drawing as collective meaning-making; play as embodied, anthropomorphic meaning-making) that show how the child’s interactions with humans and nonhumans (e.g., toys, objects) contributed to her multimodal meaning-making during the pandemic, which might be beneficial for children in different contexts
“COVID has Brought Us Closer”: A Proleptic Approach to Understanding ESL Teachers’ Practices in Supporting ELLs In and After the Pandemic
No full textThis paper uses “prolepsis,” a process of reaching into the past to inform present and future practices, to understand 12 English-as-a-second language (ESL) teachers’ practices of supporting English language learners (ELLs) through remote teaching during the COVID-19 pandemic from 2020-2021 in British Columbia and to envision some different current and future post-pandemic classroom literacies for diverse learners. Accounts of these ESL teachers’ synthetical moments of teaching and supporting ELLs during the pandemic suggest that they had to navigate “new” areas of teaching, including attending to students’ social-emotional learning (SEL), connecting with ELL parents, teaching and engaging students via technology-supported instruction, and co-teaching with mainstream teachers, on the basis of limited or no pre-pandemic experience. These insights suggest a need to widen the focus on ESL teachers’ knowledge and expertise in applied linguistics and instructional strategies to include classroom literacies in integrating SEL into ESL instruction, adopting interactive, student-driven instructional designs and practices afforded by multimodal technologies, maintaining multiple channels of communication with parents and students, and team-teaching with classroom teachers to provide tailored language support for ELLs