This book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. It argues that the everyday practices of multilingual communities are multimodal in nature.
This book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. The chapters include visual as well as linguistic descriptions of practice and provide an accessible introduction to multimodality and multilingualism for a readership from undergraduate students to researchers. The book argues that the everyday practices of multilingual communities are multimodal in nature, and that by working at the intersection of multilingualism and multimodality we may be able to make fruitful advances in multiple areas of applied linguistics, and properly appreciate the actual human complexities of communication.
Arvustused
The editors of this book have brought together cutting-edge scholarship which integrates multimodal and multilingual approaches to social and linguistic research. The range and scope of subject matter, and the depth of analysis, make this an unmissable resource for anyone interested in communication in contemporary life. * Angela Creese, University of Stirling, UK * This is a volume of impressive scope bringing together a selection of cutting-edge research. In their insightful approach, the editors recognize the value of semiotic resources which include and extend beyond language, and put social transformation front and centre. Applied Linguistics is enriched by this vibrant collection that explores the horizons of the field. * James Simpson, Hong Kong University of Science & Technology *
Muu info
Broadens the field of applied linguistics by working with a multilingual, multimodal lens
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vii | |
| Contributors |
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ix | |
| Acknowledgements |
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xiii | |
| Introduction: Origins, Scope and Rationale of the Book |
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xv | |
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Part 1 Multilingual Approaches |
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Introduction to Part 1: Appraising the `Multilingual Turn' in Applied Linguistics and Sociolinguistics |
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3 | (12) |
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1 Heritage Language Speakers' Responses to Plurilingual Pedagogies in a Secondary School Context |
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15 | (19) |
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2 The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Multilingual Educational System |
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34 | (18) |
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Yesha Devi Mahadeo-Doorgakant |
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3 `What's in a Name?' An Exploratory Study on International Students' Names within International University Theatre Society Contexts |
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52 | (18) |
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4 `So You Need to Be Able to Tell It Well': On Footing and Genre in Lawyer-Client Consultations in the Field of Asylum Law |
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70 | (21) |
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Part 2 Multimodal Approaches |
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Introduction to Part 2: Situating Multimodality in the Landscape of Language Research |
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91 | (19) |
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5 Applying Linguistics to the Theatre Production Process |
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110 | (13) |
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6 `A Special Closeness', `des moments de tendresse indescriptibles': A Multimodal Critique of Infant Feeding Health Promotional Discourse in Ireland and France |
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123 | (19) |
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7 Expressing Reading Engagement within Drama-Based Literary Work: Perspectives from Three Students in a Linguistically Diverse Classroom in Sweden |
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142 | (16) |
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8 Conversation through Art |
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158 | (19) |
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Part 3 Integrating Multimodal and Multilingual Approaches |
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Introduction to Part 3: Multilingualism and Multimodality: A Comment |
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177 | (14) |
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9 Meaning Matters: Multimodality, (New) Materialism and Co-production with Young People in Applied Linguistics |
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191 | (15) |
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10 Peer to Peer Multiliteracies: A New Concept of Accessibility |
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206 | (26) |
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Concluding Thoughts: Labouring Together towards Generous Cuts in Language and Literacy Education |
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223 | (9) |
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| Index |
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232 | |
Steph Ainsworth is a Senior Lecturer in Primary Education at Manchester Metropolitan University, UK. Her research interests include language development and literacy acquisition with a particular interest in phonological development and metalinguistic knowledge.
Dominic Griffiths is a former Senior Lecturer in Inclusive Education and Special Educational Needs (SEN) at Manchester Metropolitan University, UK and is currently a Visiting Research Fellow in the Faculty of Health and Education there. His research interests focus around developing teacher competence and confidence in inclusive pedagogy, and in using linguistic ethnography to explore discourses in inclusive education and SEN.
Gee Macrory is a former Principal Lecturer at Manchester Metropolitan University, UK and is currently a Visiting Research Fellow. She has worked in language education for over 40 years and has research interests in language learning, language teacher education, early language acquisition and bilingualism.
Kate Pahl is Professor of Arts and Literacy at Manchester Metropolitan University, UK. Her interest is in literacy, multilingualism, multimodality and arts practice. She has written extensively in the field of literacy, co-production, language-based ethnographies, multimodality and arts practice.
