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Engaging English language learners in digital multimodal composing: Pre-service teachers’ perspectives and experiences
Language and Education ( IF 2.432 ) Pub Date : 2021-04-22 , DOI: 10.1080/09500782.2021.1912083
Ekaterina Tour 1 , Melissa Barnes 1
Affiliation  

Abstract

Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital multimodal composing in linguistically and culturally diverse classrooms. Drawing on a case study of an after-school program for primary school English as an Additional Language (EAL) students, facilitated by four pre-service teachers, this article explores their perspectives on engaging EAL students in digital multimodal composing. The study found that pre-service teachers recognised that digital multimodal composing is valuable for language learners; however, they struggled to name more specific literacy benefits afforded by digital multimodal composing. For all participants in this study, students’ engagement with digital interfaces stood out as the main challenge but they had limited concerns about other aspects of digital multimodal composing. While they effectively scaffolded students’ learning in relation to the challenges that they recognised using more general pedagogical approaches, other dimensions of digital multimodal composing were often left unattended. The article concludes with a number of implications for preparation of teachers working with language learners.



中文翻译:

让英语学习者参与数字多模式写作:职前教师的观点和经验

摘要

语言学习者通常需要适当的脚手架来参与数字多模式组合,以最大限度地发挥其学习潜力。这说明了职前教师需要在教学实习和职业生涯开始时为这些经验做好准备。然而,对于他们在语言和文化多样化的教室中进行数字多模式写作的准备情况知之甚少。本文以小学英语作为附加语言 (EAL) 学生的课后项目为例,在四位职前教师的协助下,探讨了他们对让 EAL 学生参与数字多模式写作的观点。研究发现,职前教师认识到数字多模态写作对语言学习者很有价值;然而,他们很难说出数字多模式作曲所带来的更具体的识字益处。对于本研究的所有参与者来说,学生对数字界面的参与是主要挑战,但他们对数字多模态组合的其他方面的担忧有限。虽然他们使用更通用的教学方法有效地为学生的学习提供了与他们认识到的挑战相关的支架,但数字多模式作曲的其他方面往往无人看管。本文最后对教师与语言学习者合作的准备工作提出了一些启示。学生对数字界面的参与是主要挑战,但他们对数字多模式作曲的其他方面的担忧有限。虽然他们使用更通用的教学方法有效地为学生的学习提供了与他们认识到的挑战相关的支架,但数字多模式作曲的其他方面往往无人看管。本文最后对教师与语言学习者合作的准备工作提出了一些启示。学生对数字界面的参与是主要挑战,但他们对数字多模式作曲的其他方面的担忧有限。虽然他们使用更通用的教学方法有效地为学生的学习提供了与他们认识到的挑战相关的支架,但数字多模式作曲的其他方面往往无人看管。本文最后对教师与语言学习者合作的准备工作提出了一些启示。

更新日期:2021-04-22
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