Titlebook: Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies; Vander Tavares Book 2024 The Editor(s) (if applica

間諜活動

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

健壯

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

Opponent

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

Herbivorous

箴言

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

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靦腆

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

廣口瓶

,“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

情感脆弱

,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

Facilities

,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