Using Multimodal Representations to Develop Scientific Literacy in South African Classrooms

Villanueva, Mary Grace

doi:10.1007/978-3-319-16450-2_5

Cited by 3 publications

(3 citation statements)

References 45 publications

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“…Adolescent classroom science discourse has also been explored from the perspective of multimodal communication (e.g., Carolan, ; Goldberg, Welsh, & Enyedy, ; Kress et al, ; Mavers, ; McDermott & Hand, ; Richardson Bruna, ; Villanueva, ). This work confirms that student and teacher readings of a classroom discourse may differ and that these disparate readings may affect perceived aims and outcomes.…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…Richardson Bruna (), for example, noted the tension between play and learning that emerged in a newcomer classroom when the teacher’s reading of the discourse focused on what students lacked instead of on the linguistic biliteracy they possessed. Similarly, Villanueva () concluded that although multimodal representation can mediate students’ lack of understanding, this, too, may be misinterpreted as a language deficit. Disparate readings of classroom discourse are not, of course, based solely on participant readings of verbal modes but also on their readings of visual, auditory, and kinesthetic modes.…”

Section: Theoretical Perspectivementioning

confidence: 99%

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“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

Britsch

2019

TESOL Quarterly

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This article traces the interaction of multimodal semiotic resources within and across tasks constituting a science unit on surface tension in an eighth-grade sheltered science classroom. Two discourses, operating simultaneously, realized differently motivated signs. This article follows the contribution of linguistic and extralinguistic modes that impinged on science and language learning. These semiotic resources differently engaged the identities of the teacher and the focal English learning students. The teacher discourse cued students to read the available modes in a way that awarded them a behavioral identity in the classroom, but not a conceptual one. The English learners recognized and cooperated with the initial focus on behavioral compliance imposed by the teacher discourse while asserting peer identity, but late in the unit the teacher discourse shifted frames to require student enactment of conceptual identity through written language. The teacher discourse foregrounded, or was consistently undergirded by, the conceptual identity that the teacher brought to the classroom and by a set of expectations for a learning trajectory that did not explicitly link key language with students' investigative activity. In five of six task-based interactions, the student discourse foregrounded behavioral or peer identity. As a result, the students were able to only partially link their science activity to the concept of surface tension using the language of science.

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Section: Theoretical Perspectivementioning

confidence: 99%

Section: Theoretical Perspectivementioning

confidence: 99%

“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

Britsch

2019

TESOL Quarterly

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“…Other related studies focused on multimodal communication to support learning in science classrooms. Villanueva (2016) found that using extra non-linguistic modes may act as a bridge for instructions in science classrooms. In addition, Tang, Ho and Putra (2016) suggested that the orchestration of multimodal literacy activities such as talking, writing, drawing and doing was important in science classrooms.…”

Section: Introductionmentioning

confidence: 99%

Constructing Interpersonal Meaning in Indonesian Science Classrooms through Language, Space and Gaze

Komarawan¹

2019

KAJH

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Classroom communication involves the integration of various semiotic modes which is linked to particular meanings, like teacher-student relationships or interpersonal meanings. This study investigates the different semiotic resources used in an Indonesian science classroom and the power relations manifested in the classroom through the analyses of different semiotic modes. The present study employed a qualitative case study based on Multimodal Critical Discourse Analysis. The data were recorded videos of a science lesson in a private school located in Lembang, West Java, Indonesia. The data were analysed using the framework of negotiation developed in Systemic Functional Linguistics to investigate language use, spatial pedagogy and gaze. The study found that the observed teacher predominantly produced speech functions in the forms of questions (40 percent), statements (28 percent) and commands (18 percent) while her students predominantly produced answers (49 percent) and questions (26 percent) during the interactions. In terms of space, the teacher occupied authoritative, personal and interactional spaces while the students mostly occupied the interactional space. With regard to gaze, the teacher's gaze was directed at the students, the objects under discussion and the books, while her students directed their gaze at the teacher, the objects under discussion and the books. These findings reflect a dynamic pedagogy. While the observed teacher maintains her authority most of the time, she focuses on building a rapport or a certain solidarity with her students as reflected in her use of the semiotic resources.

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Embedding Multiple Modes of Representations in Open-Ended Tests on Learning Transition Elements

Balasundram

Karpudewan

2020

Science Education in the 21st Century

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Using Multimodal Representations to Develop Scientific Literacy in South African Classrooms

Cited by 3 publications

References 45 publications

“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

Constructing Interpersonal Meaning in Indonesian Science Classrooms through Language, Space and Gaze

Embedding Multiple Modes of Representations in Open-Ended Tests on Learning Transition Elements

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