Intersemiotic Complementarity in Namibian Physical Science Teachers’ Classroom Practice

Nakakuwa, Tomas; Jawahar, Kavish

doi:10.1080/18117295.2020.1837509

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…The study reveals that the ticket reflects both the development and implementation of different technologies, as well as the social alteration, the cultural preoccupations, even further to the changes in political and economic circumstances. In addition, the framework can also be used to assess a practice which involves the relations of visual and verbal modes in a science classroom (Nakakuwa & Jawahar, 2020). One similarity that both studies share is the fact that despite the difference of the media, Intersemiotic Complementarity is a framework fitting to help analyse the relationship between verbal and visual modes.…”

Section: Intersemiotic Complementaritymentioning

confidence: 99%

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Istighfaroh

Yannuar

Febrianti

et al. 2022

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Comic books used to serve the purpose of entertainment; nowadays, they also provide one of the most innovative ways of learning. Not only do they stimulate brains with the visual mode, but they can also function as more effective teaching and learning resources with the usage of two modes: text and image. Referring to Kress' (2010) framework on modes, this study investigates the translanguaging aspects of Little Dim Sum Warriors, a series of educational comic books with young bilingual or multilingual speakers as the target audience. This study focuses on how translanguaging, that is the fluid language practices of bilingual speakers (Wei, 2018), is present effectively in comic books by making use of Chinese culture (the learners' home culture) when targeting English (learners' target language) proficiency. In conducting the study, we analysed two storybooks of the series and collected the translanguaging practices found in both text and image formats. In our analysis we use Royce's (1998) Intersemiotic Complementarity framework to assess the relation between verbal and visual modes. The results show that the translanguaging practices in comic books are divided into three forms: text, visual, and context-meaning. These practices help the audience understand foreign language and culture in a creative way, which fits the traits of young learners. Hence, keeping their attention in language learning intact.

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Section: Intersemiotic Complementaritymentioning

confidence: 99%

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Istighfaroh

Yannuar

Febrianti

et al. 2022

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“…Several studies have shown that Intersemiotic Complementarity has a lot of contributions to the learning process of meaning-making (Damayanti & Febrianti, 2020;Hu & Qiu, 2020;Nakakuwa & Jawahar, 2020). For example, intersemiotic complementarity helps to structure reading paths and coherent messages throughout children's picture books, which is deemed essential to children's language development (Damayanti & Febrianti, 2020;Hu & Qiu, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, it is hypothesized that Intersemiotic Complementarity also helps teachers or parents decide where to start a discussion about the book to engage children's interest to then create talk-around-text activities regarding the content of the book. Different research found that in a classroom where students are learning science in a second language class, the relations between verbal-visual modes, for example in the form of science illustrations, support the learning process by acting as the visual stimulus or a specific reference point (Omaggio, 1979;Unsworth & Ngo, 2014;Wright, 1989), and therefore, may unconsciously use intersemiotic complementarity to improve science pedagogy (Nakakuwa & Jawahar, 2020).…”

Section: Introductionmentioning

confidence: 99%

Exploring augmentation of meaning through intersemiotic complementarity in children comic book series

Haris

Febrianti

Yannuar

2023

Indonesian J. Appl. Linguist.

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Comic books are taking a new turn as a medium of learning. The combination of modes of visual and verbal in comics is a rich source of meanings. They are arguably one of the contributors to why comic books are considered as a form of reading materials for the purpose of language learning. With this regard, the present study is looking into a comic book series targeted for young readers, entitled ‘Little Dim Sum Warriors’. The overall aim of the study is to comprehend how the readers are likely to learn language with the comic. More specifically, the study addresses the details of the verbal-visual relation in LDSW and the prediction on how readers might be able to perceive the meaning-making process in LDSW. In doing so, the study analyzes the first two installments of the series in terms of the relationships between the verbal texts and visual images in terms of the ideational meanings. Data analysis is facilitated primarily using Royce’s (1998) framework of ideational Intersemiotic Complementarity to map out and categorize any instances of visual-verbal relation in the data in terms of the instances of repetition, synonymy, antonymy, hyponymy, meronymy, and collocation. Through the analysis, the study found that the verbal-visual relations mostly fall into the categories of repetition and collocation, which further indicate that the repeated meaning in both verbal and visual aspects are found effective in learning language. Other relations, however, such as those that appeared as anonymy or synonymy, might require the attendance of teachers or parents to create a discussion with the young readers regarding the meaning-making process. The results of the study also implied some hints on how reading activities between parents and children may be conducted.

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Functional stylistic studies to pedagogic discourse: a systematic review of literature

Liu,

Wan Fakhruddin,

Zhou

2024

Southern African Linguistics and Applied Language Studies

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Intersemiotic Complementarity in Namibian Physical Science Teachers’ Classroom Practice

Cited by 3 publications

References 22 publications

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Exploring augmentation of meaning through intersemiotic complementarity in children comic book series

Functional stylistic studies to pedagogic discourse: a systematic review of literature

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