ABSTRACT

This qualitative case study (Yin, [2014]. Case Study Research: Design and Methods. 5th Ed. Thousand Oaks, CA: Sage.) emerged from our effort to support teachers, who predominantly identify as monolingual speakers, in learning about translanguaging through a less-explored facet of translanguaging: multimodality. Drawing upon Bezemer and Kress’s (2016) social semiotic framework for multimodal analysis and Lin’s, [2019]. “Theories of Trans/Languaging and Trans-Semiotizing: Implications for Content-Based Education Classrooms.” International Journal of Bilingual Education and Bilingualism 22 (1): 5–16. doi:10.1080/13670050.2018.1515175.) Multimodalities Entextualization Cycle (MEC), we ask: ‘What did integration of multimodal resources contribute to pre- and in-service teachers’ learning about translanguaging in an online asynchronous course within an English as a Second Language teacher education program at a Midwest U.S. university?’ Through multimodal analysis (Jewitt 2017), we analyzed the texts teachers created in response to four multimodal tasks; this included analyzing semiotic meaning conveyed through the multiple modes teachers integrated in their responses. We also compared broader patterns in their cumulative learning about translanguaging as a part of an MEC. Our findings suggest that envisioning a cycle of multimodal learning tasks can provide predominantly monolingual-identifying teachers with means to expand their own dynamic repertoires as they make sense of translanguaging. We conclude with recommendations for how language teacher educators can harness multimodal resources to expand teachers’ capacity to enact translanguaging as an equity-based pedagogy of hope. (194 words)

摘要

这个定性案例研究（Yin，[2014]。案例研究：设计和方法。第 5 版。千橡市，加利福尼亚州：Sage。）源于我们为支持教师（主要是单语使用者）通过以下方式学习跨语言而做出的努力：跨语言的一个较少被探索的方面：多模态。借鉴 Bezemer 和 Kress (2016) 的多模态分析社会符号学框架以及 Lin 的[2019]。“跨/语言和跨符号化理论：对基于内容的教育课堂的影响。” 国际双语教育与双语杂志22（1）：5-16。doi:10.1080/13670050.2018.1515175.) 多模态语境化周期 (MEC)，我们问：“多模态资源的整合有助于在职教师和在职教师在以英语为第二语言的在线异步课程中学习跨语言”美国中西部大学的语言教师教育计划？通过多模态分析（Jewitt 2017），我们分析了教师为响应四项多模态任务而创建的文本；这包括分析教师在回答中融入的多种模式所传达的符号意义。我们还比较了他们作为 MEC 一部分的跨语言累积学习的更广泛模式。我们的研究结果表明，设想一个多模式学习任务的循环可以为主要是单语识别的教师提供扩展他们自己的动态技能的方法，因为他们理解跨语言。最后，我们提出了关于语言教师教育工作者如何利用多模式资源来扩展教师将跨语言作为一种基于公平的希望教育学的能力的建议。（194字）