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《Journal of Intercultural Communication Research》2013,42(1):44-63
This is an ethnographic study which investigates the practices of language maintenance and ethnic identity affiliation for immigrant/migrant Nepalese families with primary to middle school children in the United Kingdom. The study presents a comparative case study analysis of three Nepalese immigrant/migrant families. Participant observation, semi-structured interviews, and historical narrative interview were used. The study investigated prior exposure to home country, ethnic, cultural, and social literacy practices that occurred in various contexts during a nine-month period. This analysis revealed a phenomenon I termed peripheral ritualized practices. Exposure to peripheral ritualized practices over time creates positive changes in attitudes toward multilingualism and diversity. 相似文献
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This paper is about the interaction between policy and practice, and about how competing policies contributed to a paradoxical
tension within that interaction in one school. Within a paradigm of educational renewal, the Singapore Ministry of Education
(MOE) has initiated a number of policies designed to give schools autonomy in designing and implementing programmes to achieve
optimal educational outcomes for its students. Among these are READ! Singapore, Teach Less, Learn More and the School Excellence
Model. In this context, we review an MOE initiated Extensive Reading (ER) programme in one school. Despite such innovative
policies, Dewey Secondary School’s [The names of the school and individuals have been changed to protect their privacy.] pedagogical
and literacy practices continue to be largely influenced by other dominant features of Singapore’s and the school’s own educational
culture—an exam-oriented focus that prioritises outcome and skill-based pedagogy and the school’s historical practice of restricting
literacies. Competing policies as interpreted by the school and diverse stakeholders result in a morphed ER programme—an adaptation
of a reading programme that reflects the programme intent overtly but one that collides at other times, and as a result, is
pulled in different directions. The story is, thus, one of ‘policies of promise and practices of limit’. 相似文献
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Zheng Zhang Joelle Nagle Bethany McKishnie Zhen Lin Wanjing Li 《Pedagogies: An International Journal》2019,14(1):33-61
This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers’ articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts. 相似文献
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张亚敏 《河北软件职业技术学院学报》2021,23(1)
在当今时代,科学技术迅猛发展,交流手段日益丰富,多模态的兴起挑战着语言在传统意义上的主导地位,对学生多元识读能力的培养也越来越受到教育界的关注。将多模态教学模式引入到大学英语教学中,有助于更好地实现以学生为中心的教学,在提升教学效果的同时,培养学生的多元识读能力,促进学生创新能力的发展和跨文化交际能力的提高。 相似文献
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Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is little discussion within the discipline regarding the ethical implications of using social media in teacher education. This is of particular concern given the potential for online spaces to be unsafe. In particular, the social media site Twitter, used and promoted by many educators to collaborate within professional learning networks, is rife with misogyny and racial violence. Through a review of the current literature on social media use in teacher education, and a multi-disciplinary perspective on issues of cyber-violence, I will discuss the ethical implications for teacher educators who want to use Twitter as a pedagogical tool and offer strategies to develop critical social media literacy practices. 相似文献
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Andrew Pereira 《Pedagogies: An International Journal》2018,13(3):201-221
This paper explores how a multimodal argument might take shape. Looking specifically at how students might conceive of a multimodal argument through their own digital literacy practices in design, I combine the theories of Richard Lanham’s rules of attention economy with Kress and van Leeuwen’svisual grammar to investigate the rhetorical possibilities of persuasive multimodal composition. Using a case study of a multimodal argument in the form of a video featuring images accompanied by rapped lyrics, the findings suggest possibilities for orchestrating semiotic resources to infuse the argumentative with aesthetics. 相似文献
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Libby Lee Maureen O'Rourke 《Early Years: An International Journal of Research and Development》2006,26(1):49-62
This paper reports on an early childhood technology project that has been conducted in Australia since 2000. The background to the project is that IBM extended their international KidSmart Early Learning program to the Asia‐Pacific region. A partnership with the Australian National Schools Network was formed to implement the program in Australia. This organisation took responsibility for identification of early childhood centres (preschool and day care) serving low socio‐economic status communities across Australia (approximately 100 centres per year), the design and facilitation of professional development for teachers and research and evaluation in conjunction with the program. Whilst this was a national project, this paper deals only with the research conducted in Western Australia with the first round of centres involved in the project. The paper highlights themes emerging from teacher action research based in early childhood centres. The pedagogical considerations, challenges and dilemmas emerging from teachers' use of ICT in early childhood settings are also discussed. 相似文献
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