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This book responds to a growing body of work in sociolinguistics
and applied linguistics that places an emphasis on situated
descriptions of language education practices and illuminates how
these descriptions are enmeshed with local, institutional and wider
social forces. It engages with new ways of understanding language
that expand its meaning by including other semiotic resources and
meaning-making practices and bring to the fore its messiness and
unpredictability. The chapters illustrate how a translingual and
transcultural orientation to language and language pedagogy can
provide a point of entry to reimagining what language education
might look like under conditions of heightened linguistic and
cultural diversity and increased linguistic and social
inequalities. The book unites an international group of
contributors, presenting state-of-the-art empirical studies drawing
on a wide range of local contexts and spaces, from linguistically
and culturally heterogeneous mainstream and HE classrooms to
complementary (community) school and informal language learning
contexts.
This book responds to a growing body of work in sociolinguistics
and applied linguistics that places an emphasis on situated
descriptions of language education practices and illuminates how
these descriptions are enmeshed with local, institutional and wider
social forces. It engages with new ways of understanding language
that expand its meaning by including other semiotic resources and
meaning-making practices and bring to the fore its messiness and
unpredictability. The chapters illustrate how a translingual and
transcultural orientation to language and language pedagogy can
provide a point of entry to reimagining what language education
might look like under conditions of heightened linguistic and
cultural diversity and increased linguistic and social
inequalities. The book unites an international group of
contributors, presenting state-of-the-art empirical studies drawing
on a wide range of local contexts and spaces, from linguistically
and culturally heterogeneous mainstream and HE classrooms to
complementary (community) school and informal language learning
contexts.
Classrooms are increasingly multicultural in their social
composition, and students are increasingly connected, through
digital media, to local and global networks. However, pedagogy has
failed to take full advantage of the opportunities these resources
represent. Multilingual Digital Storytelling draws attention to the
interfaces between learner engagement, creativity and critical
digital literacy, as well as addressing the multilingual within the
multiliteracies framework. Addressing a significant gap in the
field of multiliteracies by focusing on multilingualism, this book
explores new digital spaces for language learning and methods of
extending understandings of youth literacy in an increasingly
interconnected world. Drawing on innovative and multi-site research
projects based in mainstream and community schools in London and
overseas, this book discusses how young people become engaged
creatively and critically with literacy by demonstrating how
digital storytelling can be used as a tool for language
development. The book begins by considering linguistic, cultural,
cognitive and social dimensions of language learning from a
theoretical perspective, whilst the second part focuses on
practical case studies that reflect and illustrate these
theoretical principles. Offering a powerful new perspective on
multiliteracies pedagogy, Multilingual Digital Storytelling will
appeal to researchers and academics in the fields of education,
applied linguistics, sociology and youth and community studies. It
will also be an invaluable resource for teachers, teacher
educators, curriculum planners and policymakers.
Classrooms are increasingly multicultural in their social
composition, and students are increasingly connected, through
digital media, to local and global networks. However, pedagogy has
failed to take full advantage of the opportunities these resources
represent. Multilingual Digital Storytelling draws attention to the
interfaces between learner engagement, creativity and critical
digital literacy, as well as addressing the multilingual within the
multiliteracies framework. Addressing a significant gap in the
field of multiliteracies by focusing on multilingualism, this book
explores new digital spaces for language learning and methods of
extending understandings of youth literacy in an increasingly
interconnected world. Drawing on innovative and multi-site research
projects based in mainstream and community schools in London and
overseas, this book discusses how young people become engaged
creatively and critically with literacy by demonstrating how
digital storytelling can be used as a tool for language
development. The book begins by considering linguistic, cultural,
cognitive and social dimensions of language learning from a
theoretical perspective, whilst the second part focuses on
practical case studies that reflect and illustrate these
theoretical principles. Offering a powerful new perspective on
multiliteracies pedagogy, Multilingual Digital Storytelling will
appeal to researchers and academics in the fields of education,
applied linguistics, sociology and youth and community studies. It
will also be an invaluable resource for teachers, teacher
educators, curriculum planners and policymakers.
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