Video “Reading” and Multimodality: A Study of ESL/Literacy Pupils’ Interpretation of Cinderella from Their Socio-historical Perspective

Ajayi, Lasisi

doi:10.1007/s11256-011-0175-0

Cited by 17 publications

(9 citation statements)

References 28 publications

(56 reference statements)

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“…Following the trend in multimodality in science, a small number of studies on multimodal teaching, learning, and assessment for ELLs has also been conducted in different content areas (Ajayi, , , ; Early & Marshall, ; Pandya, ; Terrazas‐Arellanes, Knox, & Rivas, ). For example, Ajayi (2009) studied how 18 junior high school ELLs interpreted a cellular phone advertisement through visual and written representations.…”

Section: Literature Reviewmentioning

confidence: 99%

Multimodal teacher input and science learning in a middle school sheltered classroom

Zhang¹

2015

J Res Sci Teach

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This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources, including oral language, gestures, and visual products. Specifically, the study asks three research questions: 1. What is the nature of multimodal communication between the teacher and students? 2. How does science learning occur in the classroom from a multimodal perspective? and 3. How does language development occur in the classroom? Data include eight months of classroom observation with video and audio recordings, fieldnotes, formal, and informal interviews with the teacher and students, photographs of textbook pages, students' final products, and teacher products. Results show that the gap between the multimodal representation and communication, as well as the disconnection between teacher discourse and student discourse, provides limited evidence of the students' knowledge reconstruction. The gap between the everyday language and scientific language leads to limited language development. The study expands the current knowledge base about ELLs' multimodal classroom experiences in relating to science learning and language development. The results can be used to help both researchers and educators in the future to examine the multimodal instructional design in terms of its effectiveness for science learning. #

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Section: Literature Reviewmentioning

confidence: 99%

Multimodal teacher input and science learning in a middle school sheltered classroom

Zhang¹

2015

J Res Sci Teach

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“…Kim, 2016;Kim & Cho, 2017;Labadie et al, 2013;Maher, 2018;Wee et al, 2017) to primary school (e.g. Ajayi, 2012;Bourke, 2008;Karagiannaki & Stamou, 2018), early secondary (e.g. Gustine & Insani, 2019;Hayik, 2015Hayik, , 2016, upper secondary (e.g.…”

Section: Fairy Tales and Critical Literacymentioning

confidence: 99%

“…Teachers and practitioners have cited the popularity and appeals of fairy tales to learners across ages and genders as one of the main reasons to use them as the core text in their critical literacy practice (Ajayi, 2012;Hayik, 2015Hayik, , 2016Karagiannaki & Stamou, 2018;Stasz & Bennett, 1997;Wee et al, 2017). This view is supported by scholars of fairy tales who highlight the universal popularity and appeal of fairy tales to people of all ages (Ashliman, 2004;Kole, 2018;Lüthi, 1970;Zipes, 1979Zipes, /1992Zipes, , 1983Zipes, , 2013.…”

Section: Fairy Tales and Critical Literacymentioning

confidence: 99%

Introducing Critical Literacy to Pre-Service English Teachers through Fairy Tales

Novianti¹

2021

JLE

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The need for a more critical approach to EFL teaching and learning is undeniable, yet little has been done to prepare teachers for teaching with this approach. This article reports one of the cycles on my action research study, involving a teacher educator and 35 pre-service English teachers. Together with the teacher educator, a unit on critical literacy was developed using fairy tales as the core text. In the unit, we introduced pre-service teachers to critical literacy through the critical reading, analysis, and rewriting of fairy tales for social transformation. They were assigned to rewrite a fairy tale as a form of social action and to reflect on the choices made in the rewriting process. The re-written fairy tales and the accompanying reflection essay were analysed using a rubric adapted from the four dimensions of critical literacy (Lewison et al., 2002). The re-written fairy tales and the reflections suggest the pre-service teachers’ growing understanding of the non-neutrality of text, ability to read from a different perspective and offer an alternative one, and ability to identify socio-political issues, such as stereotypes, and to subvert them.

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“…The research suggests that literacy teachers in Nigeria need to pay close attention to how critical literacy informs teaching regarding "how power relations are subverted or questioned, how males and females are represented as gendered subjects, how they are empowered, how relations are revisioned, and how feminist ideology is embedded in the text" (Parsons, 2004, p. 140). Critical literacy opens up possibilities for female students to integrate their self-identities in creating texts that are socially and culturally relevant to their lives (Ajayi, 2015(Ajayi, , 2012Rogers, Mosley & Kramer, 2009).The research objective of this study is to show how the participants and I (the teacher/researcher) co-construct the possibility of using critical multimodal literacy to critique texts and reconstruct unequal social structures. One research question guided the study: How do the students in the case studies employ critical multimodal literacy to contest the messages of the textbook they read after they are taught to critically read their world by questioning social inequality?…”

mentioning

confidence: 99%

“…The research suggests that literacy teachers in Nigeria need to pay close attention to how critical literacy informs teaching regarding “how power relations are subverted or questioned, how males and females are represented as gendered subjects, how they are empowered, how relations are revisioned, and how feminist ideology is embedded in the text” (Parsons, 2004, p. 140). Critical literacy opens up possibilities for female students to integrate their self-identities in creating texts that are socially and culturally relevant to their lives (Ajayi, 2015, 2012; Rogers, Mosley & Kramer, 2009).…”

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confidence: 99%

Critical Multimodal Literacy

Ajayi

2015

Journal of Literacy Research

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This research investigates how three female Nigerian high school students were taught to deploy critical multimodal literacy to interrogate texts and reconstruct unequal social structures. A class of ninth-grade students in an all-women school was given instruction through the analysis of how multiple modes were used to represent meanings in textbooks. Data were collected from multiple sources, including students' interviews, observations, classroom videos, social media posts, and artifacts of students' literacies to analyze how they reflect on and critique their personal experiences in Nigeria within and through the English curriculum. The findings suggest that the teacher and students co-constructed possibilities for the learners to critique the social production of gender and resist structural practices that diminish their voices and their literacy learning. The findings indicate a need for English teachers in Nigeria to enact critical multimodal literacy pedagogy which relates instruction to female students' interests to promote agency and change. Keywords critical multimodal literacy, critical literacy, new literacy studiesThere is an urgent need for English curriculum in Nigeria to change its reading instruction emphasis from grammatical rules to integrating multimodal literacy practices into instruction, so that teachers can prepare students to read and create multimodal texts. The high school curriculum focuses exclusively on language-based topics such as Ajayi 217 adjectives, tenses, and verbs without paying attention to students' home literacies 1 such as surfing the web, emailing, texting, blogging, chatting, posting messages and images on social network sites, and reading and writing multimodal texts. To compound the situation, the curriculum appears to treat literacy as neutral and value-free, without much consideration to how biases against female students are reproduced or how the students draw on their own knowledge and identities as resources to shape literacy learning (Kendrick & Jones, 2008;Kendrick, Jones, Mutonyi, & Norton, 2006).It is not surprising that more than 50% of female students in Nigeria drop out of school before reaching the 12th grade. Educational statistics between 2004 and 2008 from Nigerian Universal Basic Education Commission showed that "the gross enrollment ratio of girls is significantly lower than that of boys" (British Council Nigeria, 2012, p. 29). The United Nations Educational, Scientific and Cultural Organization (UNESCO; reported that girls' completion rates of school in Nigeria are lower than boys, particularly in the northern states, where girls' completion rates were as low as 7.8%. Many factors influence the education of female students. Some parents prefer sending their boys to school "because only sons inherit and carry on the family name" (Mahdi, 2011, p. 11). Other factors include early marriage, pregnancy, and poor quality teaching. Also, in many communities women are regarded as subordinate to men (Badawi, 2007). The effect of these gender biase...

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Video “Reading” and Multimodality: A Study of ESL/Literacy Pupils’ Interpretation of Cinderella from Their Socio-historical Perspective

Cited by 17 publications

References 28 publications

Multimodal teacher input and science learning in a middle school sheltered classroom

Multimodal teacher input and science learning in a middle school sheltered classroom

Introducing Critical Literacy to Pre-Service English Teachers through Fairy Tales

Critical Multimodal Literacy

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