標(biāo)題: Titlebook: Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies; Vander Tavares Book 2024 The Editor(s) (if applica [打印本頁] 作者: Glitch 時間: 2025-3-21 17:51
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書目名稱Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies讀者反饋學(xué)科排名
作者: Intentional 時間: 2025-3-21 21:25
Multimodality and Learning: Desiderata for Designing Social Futures,rning analytics and artificial intelligence for analysing students’ signs of learning and measuring engagement in the learning process. I discuss the desiderata, or things desired, as work still to be done to advance the field and future research directions in relation to the three dimensions of mul作者: 不公開 時間: 2025-3-22 04:24 作者: 駕駛 時間: 2025-3-22 07:50
,“If I said something, they would make me say it again in English”: A raciolinguistic Critique of Mor than the subtractive and hierarchical language ideologies of her elementary schooling. Through analysis of Mariana’s narratives about her schooling experiences at the elementary and secondary levels, this chapter reviews dominant frames surrounding bi/multilingualism in the US context. It conclude作者: GET 時間: 2025-3-22 09:01
,Preparing EFL Teachers to Reflect on Students’ Social Identities of Race Through Multiliteracies,achers had positive perceptions regarding participating in the workshop on social identities of race and multiliteracies. This chapter proposes that multiliteracies should be a part of EFL teacher training in order to promote engagement with social justice issues.作者: 潛移默化 時間: 2025-3-22 15:52
,The Limits of (Building) Agency in Language Education: A Plurilingual Student’s Perceptions on Devein multiliteracies through creative, plurilingual, and open portfolio work. The study contributes to understanding how agency and multiliteracies, developed jointly via portfolios, have the potential to ensure linguistic equity in language education at school. At the same time, this case study also 作者: 潛移默化 時間: 2025-3-22 19:28 作者: constitutional 時間: 2025-3-22 21:57
Multiliteracies and Picturebooks: A Gender-Based Critical and Aesthetic Engagement with Social Juste of citizenship, understanding of social justice and active engagement with democracy from a gender perspective on three different levels: personal, close relationships, and collective (Aguayo and Lamelas in Regional and Sectoral Economic Studies 12:123–132, 2012). To this end, we carry out a quali作者: 大笑 時間: 2025-3-23 02:44
,Recognising and Building Upon Multilingual Students’ Identities and Knowledges in Mainstream Scienc development of science knowledge, identity, and language of instruction, and to suggest an?approach relevant to the science classroom. By examining?two students’ identity texts,the chapter?illustrates how multilingual students in different situations include identities and everyday experiences in s作者: 吵鬧 時間: 2025-3-23 08:12 作者: admission 時間: 2025-3-23 13:42
,Supporting Multilingual Students’ Agency and Identities Through Equity-Oriented, Critical Conscious, as proposed by Paulo Freire, and a few other related theoretical frameworks and present several assignments used with multilingual students in US college settings to highlight the value of a pedagogy grounded in equity-oriented multiliteracies in supporting multilingual students’ agency and identi作者: 的是兄弟 時間: 2025-3-23 16:58
Ukrainian Refugees Learning Icelandic Through Drama Plays: A Multiliteracies Perspective,tructor herself, rather than a local language teacher. The guiding questions for this investigation are: In what ways have drama plays contributed to refugees’ literacy development in Icelandic? How has engaging in drama plays contributed to refugees’ sense of well-being? The chapter concludes with 作者: 是突襲 時間: 2025-3-23 20:38 作者: 泥沼 時間: 2025-3-24 00:19 作者: Halfhearted 時間: 2025-3-24 04:37
Electrical and Optical Properties,ropositions conceive of education more broadly and from where they depart in terms of their historical-political context. The purpose of this chapter is to provide a comparative and contrastive reading of Freirean educational philosophy and a pedagogy of multiliteracies to foreground possible conver作者: 兇兆 時間: 2025-3-24 07:46
Introduction to polymer morphology,r than the subtractive and hierarchical language ideologies of her elementary schooling. Through analysis of Mariana’s narratives about her schooling experiences at the elementary and secondary levels, this chapter reviews dominant frames surrounding bi/multilingualism in the US context. It conclude作者: 薄荷醇 時間: 2025-3-24 13:51 作者: 贊美者 時間: 2025-3-24 14:57 作者: diabetes 時間: 2025-3-24 22:54
https://doi.org/10.1007/978-1-4899-1477-4cy as global digital citizens and a resistance to the hegemonic influence of Anglophone ideologies which devalue/marginalize their local identities and cultures. Further semiotic analysis of students’ reflections on their experiences with multimodal composition interrogates the potential of a multil作者: 食道 時間: 2025-3-25 02:39 作者: bonnet 時間: 2025-3-25 05:52
https://doi.org/10.1007/978-3-319-41421-8 development of science knowledge, identity, and language of instruction, and to suggest an?approach relevant to the science classroom. By examining?two students’ identity texts,the chapter?illustrates how multilingual students in different situations include identities and everyday experiences in s作者: 寬敞 時間: 2025-3-25 10:20 作者: SEED 時間: 2025-3-25 11:53 作者: 講個故事逗他 時間: 2025-3-25 18:46 作者: 馬具 時間: 2025-3-25 20:40
Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies作者: 驚惶 時間: 2025-3-26 04:09
Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies978-3-031-51889-8作者: Canary 時間: 2025-3-26 05:04
Vander TavaresReflects on multiliteracies pedagogies in EFL, post-secondary, community, refugee, science, and teacher education.Includes perspectives from Australia, Brazil, Germany, Iceland, Norway, Singapore, and作者: Deject 時間: 2025-3-26 10:33 作者: 揮舞 時間: 2025-3-26 13:46 作者: Instrumental 時間: 2025-3-26 17:14
978-3-031-51891-1The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerl作者: Circumscribe 時間: 2025-3-26 22:50
https://doi.org/10.1007/978-94-011-5848-0ective. Multiliteracies, a term coined by a group of scholars known as the New London Group (NLG henceforth) (. 66:60–92, 1996), reconceptualize literacy and literacy education in response to the evolving nature of society based on increasing cultural and linguistic diversity, technological innovati作者: OASIS 時間: 2025-3-27 02:36 作者: 箴言 時間: 2025-3-27 09:01 作者: Exaggerate 時間: 2025-3-27 12:12
A. F. Ismail,R. Naim,N. A. Zubirn of . (Kress in Literacy in the new media age. Routledge. 2003; Kress in Multimodality: A social semiotic approach to communication. 2010) as a theoretical lens for evaluating students’ textual productions, and by extension, for use in assessment schemes in foreign language teaching and learning. T作者: 語源學(xué) 時間: 2025-3-27 16:17 作者: BARK 時間: 2025-3-27 20:14
https://doi.org/10.1007/978-94-009-3139-8al identities of race, which intended to bring theory closer to practice and to support teachers to be able to think critically about the need to address social identities of race in their classes, thereby reflecting on themselves and their own practice. In this matter, the pedagogy of multiliteraci作者: 震驚 時間: 2025-3-27 22:23 作者: 我不死扛 時間: 2025-3-28 04:45
https://doi.org/10.1007/978-1-4899-1477-4formation and communication technologies (ICTs), it is essential that attention be paid to the affordances of the multiplicity of meaning-making resources employed for language teaching and learning purposes in English as a foreign language (EFL) contexts. Drawing on principles of multiliteracies as作者: CODA 時間: 2025-3-28 09:11
T. M. Majka,A. Leszczyńska,K. Pielichowskiial practice within specific cultural contexts is a principle of pedagogies conceptually anchored in multiliteracies. Such pedagogies offer second language (L2) teachers a new paradigm to reconsider the role of students as active co-constructors of knowledge. This approach, imbricated with the use o作者: insightful 時間: 2025-3-28 12:44
https://doi.org/10.1007/978-3-319-41421-8 meaning-making?for students with a wide span of experiences and languages learning together.?In science, multilingual learners benefit from the use of multiple languages, variation in modalities, and participation in dialogues through informal language. However, meaning-making depends upon an oppor作者: 間諜活動 時間: 2025-3-28 14:37
R. Brown,K. L. DeVries,M. L. Williamsliteracies approach in the context of upper elementary science education. The project, conducted in a mid-Atlantic state, focused on the transformation of traditional science fair projects into engaging infographics. This transition fostered student agency, allowing MLs at different stages of Englis作者: 健壯 時間: 2025-3-28 22:32
https://doi.org/10.1007/978-94-009-4858-7hanges in people’s lives and work in the twenty-first century brought about by the rapid development of technology and travel, the idea of multiliteracies is especially relevant to educators today in order to prepare students to use linguistic, digital, and other kinds of literacy in different educa作者: Opponent 時間: 2025-3-28 23:42
https://doi.org/10.1007/978-94-011-1274-1own extensively considering the political instability of and between many nations today. However, this research tends to reflect traditional instructional settings, and more recently, the use of technology-based language learning tools. This chapter adds to the literature and scholarship from an edu作者: Herbivorous 時間: 2025-3-29 05:09 作者: 箴言 時間: 2025-3-29 09:13
Multimodality and Learning: Desiderata for Designing Social Futures,multimodality . learning and multimodality . learning. Multimodality . learning involves the use of multimodal resources to support language and subject content learning, in recognition of the multimodal nature of disciplinary knowledge representations. Multimodality . learning extends literacy beyo作者: FLUSH 時間: 2025-3-29 14:07 作者: 靦腆 時間: 2025-3-29 18:55
Rethinking Assessment in Foreign Language Teaching: Fostering Semiotic Agency Through Multiliteracin of . (Kress in Literacy in the new media age. Routledge. 2003; Kress in Multimodality: A social semiotic approach to communication. 2010) as a theoretical lens for evaluating students’ textual productions, and by extension, for use in assessment schemes in foreign language teaching and learning. T作者: 廣口瓶 時間: 2025-3-29 23:02
,“If I said something, they would make me say it again in English”: A raciolinguistic Critique of Mothese Latine/Latinx learners’ lives. This chapter shares analysis of one such student’s narratives as the student, Mariana, navigates educational institutions, limitations, and opportunities. Mariana, who as an elementary-age Spanish speaker was pushed to give up her L1 as she became acculturated in作者: 情感脆弱 時間: 2025-3-30 02:26
,Preparing EFL Teachers to Reflect on Students’ Social Identities of Race Through Multiliteracies,al identities of race, which intended to bring theory closer to practice and to support teachers to be able to think critically about the need to address social identities of race in their classes, thereby reflecting on themselves and their own practice. In this matter, the pedagogy of multiliteraci作者: Facilities 時間: 2025-3-30 06:02
,The Limits of (Building) Agency in Language Education: A Plurilingual Student’s Perceptions on Devent-designed plurilingual portfolios merge languages and other meaning-makers, they can be understood as an instrument for implementing a pedagogy of multiliteracies in L2 education linked to contextualized learner agency. In this chapter, a single case study will focus on the portfolio work of a you作者: 巨頭 時間: 2025-3-30 11:37
,Unpacking EFL Learners’ Agency at the Intersection of Global Citizenship and Marginalization of Locformation and communication technologies (ICTs), it is essential that attention be paid to the affordances of the multiplicity of meaning-making resources employed for language teaching and learning purposes in English as a foreign language (EFL) contexts. Drawing on principles of multiliteracies as作者: Synovial-Fluid 時間: 2025-3-30 16:02
Multiliteracies and Picturebooks: A Gender-Based Critical and Aesthetic Engagement with Social Justial practice within specific cultural contexts is a principle of pedagogies conceptually anchored in multiliteracies. Such pedagogies offer second language (L2) teachers a new paradigm to reconsider the role of students as active co-constructors of knowledge. This approach, imbricated with the use o作者: 蚊帳 時間: 2025-3-30 19:15
