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This book explores sociocultural theories as they relate to
language and literacy teaching and learning, and to professional
preparation and development for language teachers. Language
teachers and language teacher educators weave research, theory and
practice together as they articulate and explore theoretical
perspectives through detailed descriptions and analyses of
practices.
This book examines semiotics, meaning-making and the
co-construction of relations in transmodal communications. Through
the lens of transpositioning - the multiple and interwoven layers
of emplacements and positionings that are entailed in
communications which cross and transcend the boundaries that have
historically shaped our thinking about the world and its
inhabitants - the chapters interrogate digital languaging and
literacies, and how transmodal communications shape identities,
belongings and relationships, with particular attention paid to
issues of equity and social justice. The chapter authors consider
both transmodalities and critical cosmopolitanism as they analyze
empirical data from youth, adults and researchers participating in
a project that digitally connects youth to share their lives across
diverse and under-resourced global communities. In offering this
multi-perspectival, multi-voiced volume, the authors portray and
address methodological issues in researching transglobal transmodal
communications.
This book examines semiotics, meaning-making and the
co-construction of relations in transmodal communications. Through
the lens of transpositioning - the multiple and interwoven layers
of emplacements and positionings that are entailed in
communications which cross and transcend the boundaries that have
historically shaped our thinking about the world and its
inhabitants - the chapters interrogate digital languaging and
literacies, and how transmodal communications shape identities,
belongings and relationships, with particular attention paid to
issues of equity and social justice. The chapter authors consider
both transmodalities and critical cosmopolitanism as they analyze
empirical data from youth, adults and researchers participating in
a project that digitally connects youth to share their lives across
diverse and under-resourced global communities. In offering this
multi-perspectival, multi-voiced volume, the authors portray and
address methodological issues in researching transglobal transmodal
communications.
In this seminal volume leading language and literacy scholars
clearly articulate and explicate major social perspectives and
approaches in the fields of language and literacy studies. Each
approach draws on distinct bodies of literature and traditions and
uses distinct identifiers, labels, and constellations of concepts;
each has been taken up across diverse global contexts and is used
as rationale and guide for the design of research and of
educational policies and practices. Authors discuss the genesis and
historical trajectory of the approach with which they are
associated; offer their unique perspectives, rationales, and
engagements; and investigate implications for understanding
language and literacy use in and out of schools. The premise of the
book is that understanding concepts, perspectives, and approaches
requires knowing the context in which they were created, the
rationale or purpose in creating them, and how they have been taken
up and applied in communities of practice. Accessible yet
theoretically rich, this volume is indispensible for researchers,
students, and professionals across the fields of language and
literacy studies.
In this seminal volume leading language and literacy scholars
clearly articulate and explicate major social perspectives and
approaches in the fields of language and literacy studies. Each
approach draws on distinct bodies of literature and traditions and
uses distinct identifiers, labels, and constellations of concepts;
each has been taken up across diverse global contexts and is used
as rationale and guide for the design of research and of
educational policies and practices. Authors discuss the genesis and
historical trajectory of the approach with which they are
associated; offer their unique perspectives, rationales, and
engagements; and investigate implications for understanding
language and literacy use in and out of schools. The premise of the
book is that understanding concepts, perspectives, and approaches
requires knowing the context in which they were created, the
rationale or purpose in creating them, and how they have been taken
up and applied in communities of practice. Accessible yet
theoretically rich, this volume is indispensible for researchers,
students, and professionals across the fields of language and
literacy studies.
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