5ICOM: New literacies and L2 writing

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A presentation given at the Fifth International Conference on Multimodality at UTS, Sydney, December 2010.

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  • CH
  • 5ICOM: New literacies and L2 writing

    1. 1. New literacies and second language writing: Bridging the gap Christoph Hafner http://www1.english.cityu.edu.hk/acadlit 5 th International Conference on Multimodality UTS, December 2010
    2. 2. Rationale, background and context
    3. 3. Pedagogy for multiliteracies <ul><li>Literacy pedagogy now must account for the burgeoning variety of text forms associated with information and multimedia technologies. This includes understanding and competent control of representational forms that are becoming increasingly significant in the communications environment, such as visual images and their relationship to the written word. </li></ul><ul><li>(New London Group, 1996: 60) </li></ul>
    4. 4. Rationale <ul><li>How can teachers of ESP prepare students for communication that relies on new forms of multimodal representation? </li></ul>
    5. 5. English for Science project <ul><li>EN2251: Discipline-specific English course with students from BCH and MA </li></ul><ul><li>Students construct a multimodal scientific documentary, which aims to develop: </li></ul><ul><ul><li>Oral presentation </li></ul></ul><ul><ul><li>Multimodal representation </li></ul></ul><ul><ul><li>Appropriate communication for a scientific audience </li></ul></ul><ul><li>They subsequently transform the material into a more traditional lab report </li></ul>
    6. 6. Focus questions <ul><li>In the digital videos: </li></ul><ul><ul><li>What multimodal resources do students draw on, in order to express themselves? </li></ul></ul><ul><ul><li>What identities or roles do they enact? </li></ul></ul><ul><li>How well does the digital video project align with the aims of the ESP course? </li></ul>
    7. 7. Multimodal analysis Click here to view video
    8. 8. Enacting identity <ul><li>Being a scientist </li></ul><ul><li>Being a CityU student </li></ul><ul><li>Being a reporter </li></ul><ul><li>Linking to everyday lives </li></ul><ul><li>Representing selves </li></ul>
    9. 9. Being a scientist
    10. 14. How students can ‘be a scientist’ <ul><li>By locating the action in the scientific workplace: e.g. lab, classroom </li></ul><ul><li>By dressing, and acting, like a scientist </li></ul><ul><li>Through the multimodal presentation of theory, procedures, results: e.g. with diagrams and charts </li></ul>
    11. 15. Being a CityU student
    12. 19. Role play script <ul><li>You look so bad, what’s going on? </li></ul><ul><li>Yes, I got a cold </li></ul><ul><li>Oh you are sick, do you need to drink something? </li></ul><ul><li>Oh yeah, thank you! </li></ul><ul><li>Oh Ronald, is it orange juice? </li></ul><ul><li>Yeah, absolutely! </li></ul><ul><li>But it is only sweet. </li></ul><ul><li>It should be sour too. </li></ul><ul><li>I can’t taste any sour. </li></ul><ul><li>So strange! </li></ul><ul><li>There is something wrong with my tongue. I better go to the clinic. </li></ul><ul><li>There may be some underlying reason. Your tongue may be nothing wrong. </li></ul><ul><li>Oh really? </li></ul><ul><li>Yes. Let’s investigate! </li></ul>
    13. 22. How students can ‘be a CityU student’ <ul><li>By introducing the documentary as a 'CityU' production </li></ul><ul><li>By introducing themselves in a playful way </li></ul><ul><li>By locating the action in the student areas of the university, e.g. the canteen, the library, the podium </li></ul><ul><li>By role-playing an inquisitive CityU student, and giving a blow-by-blow account </li></ul>
    14. 23. Being a reporter
    15. 24. Documentary style <ul><li>Video clip </li></ul>
    16. 26. How students can ‘be a reporter’ <ul><li>By creating a documentary style introduction </li></ul><ul><li>By addressing the camera as a reporter in the field, appropriating typical gestures and postures of reporters (e.g. walking into a scene, stopping and looking at the camera) </li></ul><ul><li>By using icons on the screen, presenting the documentary as a 'Scientific Channel' production </li></ul>
    17. 27. Linking to everyday lives
    18. 31. How students can link to everyday lives <ul><li>By locating the action away from the university </li></ul><ul><li>By asking catchy questions, making connections between their documentary topic and the everyday world </li></ul><ul><li>By interviewing people from the everyday world </li></ul><ul><li>By using soundtrack and images from popular culture </li></ul>
    19. 32. Representing selves
    20. 33. Roles that students may claim <ul><li>Watch video (8:35) </li></ul><ul><ul><li>Host and editor of the documentary </li></ul></ul><ul><ul><li>Photographer and editor of the documentary </li></ul></ul><ul><ul><li>Voiceover artist of the documentary </li></ul></ul>
    21. 34. Discussion
    22. 35. Multiple identities realized multi-modally <ul><li>The analysis shows that students use a range of multimodal resources to enact different identities </li></ul><ul><li>They can be seen as ‘actors’ engaged in ‘impression management’ and strategically drawing on different semiotic resources </li></ul>
    23. 36. Very interesting, but… <ul><li>Learning a language involves participation in communities of practice (Lave and Wenger, 1990) </li></ul><ul><li>Sometimes the roles assigned to students can be limiting and restrictive (Gee, 2000) </li></ul><ul><li>Students expanded these roles here, were able to select roles that they could identify with </li></ul>
    24. 37. Bridging the gap <ul><li>The videos can provide a bridge to more ‘traditional’ writing tasks in the formal curriculum </li></ul>
    25. 38. Is there a need to expand the English language curriculum?
    26. 39. Thank you <ul><li>Please feel free to contact us: </li></ul><ul><ul><li>http://www1.english.cityu.edu.hk/acadlit </li></ul></ul>

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