This study examined 94 bilingual and emergent bilingual 10th grade students’ perspectives on multimodal composing for academic purposes in their English Language Arts class. A social semiotics theoretical framework was employed to understand students’ views of the affordances and constraints when composing three digital multimodal projects—a hypertext poetry analysis, a persuasive podcast, and a video literary analysis. Qualitative analysis of interviews and written reflections revealed how students overwhelmingly held a positive view of composing with multiple modes for academic purposes. Students detailed the unique semiotic resources of nonlinguistic modes for supporting their understanding of the content and innovative meaning‐making. A majority of students described how communicating through multiple modes offered impactful opportunities to express their bilingual/bicultural identities as well as explore the affective dimensions of the English Language Arts content. Additionally, students explained how the process of multimodal composing fostered peer collaboration and creating meaningful connections to other works and their lives. Along with affordances, students also described a variety of challenges when designing their digital projects, including technical difficulties, uncertainty of expectations, and sufficiently representing their ideas multimodally. This study concludes with implications for how educators can learn from listening to emergent bilingual students’ perspectives when integrating technology in the classroom.
Nowadays digitalization is one of the key drivers of insurance market development in Russia. Introducing InsurTech provides insurance companies with a number of competitive advantages, such as increasing speed of making decisions, opportunities for portfolio expansion, tools for risk assessment and fraud detection. Application of digital technologies helps them to increase effectiveness of business processes. Among all business processes of an insurance company we emphasize the most significant in terms of insurance service provision. Those include the processes of underwriting, conclusion and support of an insurance contract, settlement of an insured event. However, adoption of innovations blurs borders between business processes. The paper discusses InsurTech tools implemented in these business processes, evaluates the effectiveness of their use, identifies the associated risks. The conclusion is made that the risk of unauthorized access or use of personal data is the most significant. Another significant risk is the model risk arising from the imperfection of the models used, insufficient data or its poor quality. In addition to that, the impact of digitalization on the activities of insurance companies and its business processes should not be overestimated. Funding: The reported study was funded by RFBR, project number 20-01-00785.
This article adopts Seargeant's theory of language ideologies to conceptualize, review, and problematize various perspectives on language education for glocal interaction in Tatarstan. Tatarstan is an autonomous republic in the Volga region of Russia which in 1992 has succeeded in obtaining two official languages, Russian and Tatar. It houses the second biggest ethnicity in the country – Tatars. Along with the local language, English has gained much attention in recent decades; its earlier ambiguous position in the Soviet Union echoed that of Tatar. This article focuses on how Tatar and English languages are regulated within the context of education in Russia, and how languages are differentiated and conceptualized, both linguistically and ideologically. The analysis is based on language policy documents as well as methodological approaches for the study of language. It highlights the dangers of assuming a universal language approach, be it English or Russian, and extends the Seargeant framework. It also highlights ways the global can meet the local to facilitate a more contextualized process of language regulation in a multilingual setting.
This article provides a “snapshot” of fourth grade English Language Arts (ELA) vocabulary instruction before and after implementation of college and career readiness standards. Our exploratory study's findings demonstrate the instructional shifts for teaching deep vocabulary knowledge as required by college and career readiness standards, including a greater frequency of oral discussions. Many emergent bilinguals are placed in classrooms where English‐medium instruction is the norm, preventing them from using their home language to make meaning and actively participate in the classroom; this stymies language learning and limits opportunities for developing deep vocabulary knowledge. Instructional strategies that build on the ELA vocabulary directives are suggested using a translanguaging perspective to develop emergent bilinguals’ language and vocabulary knowledge. These instructional suggestions can be implemented by all teachers serving bilingual learners, including those who are not bilingual in Englishmedium settings.
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