ABSTRACT

Whole-body sense-making offers insights for the analysis of identity work in learning in multilingual classroom contexts. The concept has the potential to draw together two strands of classroom discourse scholarship, namely multilingual and multimodal discourse studies. The data presented in this paper constitutes a moment of whole-body sense-making in Science learning in a multilingual South African high school in which the key participant meshes language and identity positions to appropriate Science discourse. The paper tracks the transcription of this moment and the production of a comic strip as transvisual in order to provide a metamethodological discussion of transcription practices linked to a specific research study. Technical and epistemological concerns about translation of speech by speakers of non-dominant languages as well as multimodality in transcription of classroom discourse are explored from a decolonial perspective. The affordances and limitations of the comic strip in representing the agency and voice of non-dominant youth in whole-body sense-making are outlined.

摘要

全身意义建构为分析多语言课堂环境中学习中的身份工作提供了见解。这个概念有可能将课堂话语研究的两个方面结合在一起，即多语言和多模态话语研究。本文中提供的数据构成了一所多语种南非高中的科学学习中的全身意义构建时刻，其中主要参与者将语言和身份位置与适当的科学话语相结合。这篇论文追踪了这一时刻的转录以及作为跨视觉的连环画的制作，以提供与特定研究相关的转录实践的元方法论讨论。从非殖民主义的角度探讨了关于非主流语言的演讲者的语音翻译以及课堂话语转录的多模态的技术和认识论问题。概述了漫画在全身意义建构中代表非主导青年的能动性和声音的可供性和局限性。