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Multimodalities and Chinese Students' L2 Practices - Positioning, Agency, and Community (Hardcover)
Loot Price: R2,220
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Multimodalities and Chinese Students' L2 Practices - Positioning, Agency, and Community (Hardcover)
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Multimodalities and Chinese Students' L2 Practices: Identity,
Community, and Literacy explores the complex relations and
interactions among multimodality, positioning, and agency in
increasingly digitized, multilingual, and multicultural contexts.
Min Wang uses interview narratives, WeChat exchanges, and class
observations and field notes of three Chinese international
students' lived experiences of English learning and use in their
everyday environments to show that these L2 learners recognized,
appreciated, and appropriated affordances of multiple modes and
digital tools for their L2 literacies practices. Through these
tools and modes, they positioned themselves as confident, able, and
competent L2 users, but sometimes also struggling and ambivalent.
The practice of meaning-making, remaking, designing, and
redesigning demonstrated their agency as L2 learners, which
motivated and inspired them to (re)produce and (re)create meanings
through discourses for the purpose of presenting desired and
anticipated positionings. Positioned as cultural and social beings,
these L2 learners presented their self-understandings and
self-representations through symbolic and material artifacts,
interactions with local and non-local people, and engagement in
WeChat discussions and ELI learning. To obtain multimembership,
they assumed rights, obligations, and expectations in order to
become legitimate community members. In the process of becoming,
their agency was promoted, negotiated, or sometimes limited by
micro-social structures and ongoing interactions.
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