Translanguaging and Multimodality as Flow, Agency, and a New Sense of Advocacy in and from the Global South

This volume provides six distinct frameworks for integrating translanguaging and multimodality as pedagogical possibilities in today's classrooms and beyond. It was originally published as a special issue of Pedagogies: An International Journal.

Autorentext

Raúl Alberto Mora is Associate Professor in the Doctorate of Education and Chair of the Literacies in Second Languages Project at Universidad Pontificia Bolivariana in Medellín, Colombia (currently teaching remotely from Norway). His research explores second-language literacies in cities and gaming communities and the potential for alternative literacies as pedagogical proposals in second language education.

Zhongfeng Tian is Assistant Professor of Bilingual Education at Rutgers UniversityNewark, USA. His research centres on working with classroom teachers to provide bi/multilingual students with equitable and inclusive learning environments in ESL and dual language bilingual education contexts and preparing culturally and linguistically competent teachers with social justice orientations.

Ruth Harman is Professor in the Department of Language and Literacy Education and an adjunct faculty in the Linguistics Department at the University of Georgia. Her research has focused on innovative pedagogical and research practices that promote disciplinary literacy development, youth civic engagement, and critical semiotic awareness.

Inhalt

Introduction: a collective vision for translanguaging and multimodality 1. Translanguaging flows in Chinese word instruction: potential critical sociolinguistic engagement with children's artistic representations of Chinese characters 2. Systemic functional multimodal discourse analysis: multimodal composing and civic agency of multilingual youth 3. Teachers inquiring into translanguaging and multimodal pedagogies: emerging creative and critical entanglements during transnational professional development 4. Reconceptualizing semiotic resources in the eco-social system of an online language tutoring course 5. Orchestrating multimodal resources in English language teaching: a critical study of an online English teaching video 6. Translanguaging within multimodal composition products and processes: a systematic review Afterword: translanguaging, multimodality, southern theory, and pedagogical possibilities