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English language support: A dialogical multi-literacies approach to teaching students from CALD backgrounds

. Theory into Practice , 45 (4), 368-377. Luke, A. (2006). Critical literacy: Foundational notes. Theory into Practice, 51 (1), 4-11. Miller, A. (2006). The teaching urge and seeking amnesia. English in Australia, 41 (1), 18-24. Miller, A. (2015). On paper, in person, and online: A multi-literacies framework for university teaching. Journal of Academic Language and Learning, 9 (2), 19-31. Miller, A. (2017). Raging against the mass schooling machine: An autoethnography of a beginning teacher . Rotterdam: Sense Publishers. Mok, K. (2006

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New Technologies, Multiple Literacies and Teaching English as a Foreign Language

.goo.gl/tpaqjw . Accessed 30 Nov. 2017. Crystal, David. English as a Global Language. 2nd ed., Cambridge UP, 2003. Crystal, David. “English: Is it Still one Language?” Interviewed by Spotlight Magazine , vol. 8, 2016, pp. 36-38, www.goo.gl/KzQFvR . Accessed 18 Nov. 2017. Cope, Bill, and Mary Kalantzis. “Introduction: Multiliteracies, the Beginning of an Idea.” Multiliteracies: Literacy and the Design of Social Futures , edited by Bill Cope and Mary Kalantzis, Routledge, 2000, pp. 3-8. Cope, Bill, and Mary Kalantzis. New Learning: Elements of a Science of

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Mexican university teacher-researchers’ biliteracy beliefs and practices

Educativa 18 (57), 355-381. Recuperado de http://www.redalyc.org/pdf/140/14025774003.pdf Cassany, D. (2005). Investigaciones y propuestas sobre literacidad actual: Multiliteracidad, Internet y criticidad. Cátedra UNESCO para la lectura y la escritura . Santiago de Chile: Universidad de Chile. Cassany, D. (2006). Tras las líneas: Sobre la lectura contemporánea . Barcelona: Anagrama. Cope, B. & Kalantzis, M. (2013). “Multiliteracies”: New Literacies, new learning. In M. R. Hawkins (Ed.), Framing languages and literacies: socially situated views and

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Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language

Abstract

Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teaching (FLT), which illustrated a turning point in advanced research in foreign languages teacher training. Presently, researchers no longer narrow their inquiries into linguistic questions or school and student-centered actions. Instead, they focus on a range of issues such as teacher-centered actions, beliefs and policies, and aspects of FLT such as literacy education, special educational needs or methods for teaching gifted students. Despite a lack of funding at all levels, many research projects in teacher education have been undertaken, and new areas have been explored, such as didactic transposition, literary and information literacies, intercultural learning, corpora in FLT, new information and communication technologies in FLT, interlingual inferencing, national standards for foreign language education, FLT for specific purposes, digital narratives in education, CLIL, assessment, and language learning behaviors. This small sample of the many areas covered proves that advanced research in teacher education can also be very useful to promote the growing interest in further internationalization in other sciences (beyond human and social areas) traditionally linked to politics, business and industry (computing, chemistry, biology, medicine, etc.), something that can only be attained by focusing on multilingualism, multi-literacy and lifelong learning.

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Media Education and Media Literacy in a Norwegian Context

Literacy Information in New Zealand: A Comparative Assessment of Current Data in Relation to Adults. New Zealand Broadcasting Standards Authority: Wellington. Cope, B. & Kalantzis, M. (2000) Multiliteracies. Literacy Learning and the Design of Social Futures. London: Routledge. Domaille, K. & Buckingham, D. (2004) ‘Where Are We Going and How Can We Get There? General Findings from the UNESCO Youth Media Education Survey 2001’, in von Feilitzen, Cecilia & Carlsson, Ulla (eds) Promote orProtect? Perspectives on Media Literacy and Media

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Poster, Poster on the Wall, Do you Really Mean It All?
Decoding Visual Metaphor ‘Global Warming’ in Public Awareness Campaigns

References Albers, Peggy and Sharon Murphy. 1999. Telling Pieces. Art as Literacy in Middle School Classes . Taylor and Francis. Anderson, Douglas. 1984. Peirce on Metaphor. Transactions of the Charles S. Peirce Society: A Quarterly Journal in American Philosophy 20(4) , 453-468. Anstey, Michelle and Geoff Bull. 2006. Teaching and Learning Multiliteracies: Changing Times, Changing Literacies . Newark, DE: International Reading Association. Boehm, Gottfried. 1995. Bildbeschreibung. Über die Grenzen von Bild und Sprache. In Boehm

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Concepts in multimodal discourse analysis with examples from video conferencing

transplantation narratives” Journal of Sociolinguistics 2 1 53 67 Herring, S., D. Stein and T. Virtanen (eds). 2013. Pragmatics of computer-mediated communication . Berlin, New York: de Gruyter Mouton. Herring S. Stein D. Virtanen T. 2013 Pragmatics of computer-mediated communication Berlin, New York de Gruyter Mouton Kress, G. 2000. “Design and transformation: New theories of meaning”. In: Cope, B. and M. Kalantzis (eds.), Multiliteracies: Literacy learning and the design of social futures . Psychology Press. 153–203. Kress

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Library and school partnership on the move - a study of second language learners’ early literacy development

-åringars syn på läsning och bibliotek. Svensk biblioteksförenings rapport 2011:1. www.biblioteksföreningen.se Janks, H. (2010). Literacy and Power. London: Routledge. Kamil, M. L., Afflerbach, P. A., Pearson, P. D., & Moje, E. B. (2011). Reading research in a changing era. I M. L. Kamil, P. A. Afflerbach, P. D. Pearson, & E. B. Moje (Red.). Handbook of reading research (Vol. IV, p. xiii–xxvi). New York, NY: Routledge. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review , 66(1), 60

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Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

narrative in second language teacher education. TESOL Quarterly, 45 (3), 486-509. doi: 10.5054/tq.2011.256797 Kruse, A. F. (1979). Vocabulary in context. ELT Journal, 33 (3), 207-213. Labov, W. (1972). Sociolinguistic patterns. Philadelphia: University of Pennsylvania. Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States . London: Routledge. Lotherington, H. (2011). Pedagogy of multiliteracies: Rewriting goldilocks . New York, NY: Routledge. Lybeck, K. (2002). Cultural identification

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(Re)Claiming Voices: Digital Storytelling and Second Language Learners

multiliteracies. WILEY, T., PEYTON, J., CHRISTIAN, D., MOORE, S., and LIU, N. (eds.). Handbook of heritage, community, and Native American languages in the United States: Research, policy, and educational practice. New York, NY: Routledge, pp. 314-323. WAWRO, L. Digital storytelling: More than the sum of its parts. Children & Libraries: The Journal for the Association for Library Service to Children, 10, 2012, 1, pp. 50-52. YANG, Y-T., and WU, W-C. Digital storytelling for enhancing student academic achievement, critical thinking

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