Multimodality and Multilingualism

Description

Broadens the field of applied linguistics by working with a multilingual, multimodal lens

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.

Figures and Tables

Contributors

Acknowledgements

Steph Ainsworth, Dominic Griffiths, Gee Macrory and Kate Pahl: Introduction: Origins, Scope and Rationale of the Book

Part 1: Multilingual Approaches

Vally Lytra: Introduction to Part 1: Appraising the ‘Multilingual Turn’ in Applied Linguistics and Sociolinguistics

Chapter 1. Sophie Liggins: Heritage Language Speakers’ Responses to Plurilingual Pedagogies in a Secondary School Context

Chapter 2. Yesha Devi Mahadeo-Doorgakant: The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Educational System

Chapter 3. Pryanki Ghosh: ‘What’s in a Name?’ An Exploratory Study on International Students’ Names within International University Theatre Society Contexts

Chapter 4. Marie Jacobs: ‘So You Need to Be Able to Tell It Well’: On Footing and Genre in Lawyer–Client Consultations in the Field of Asylum Law

Part 2: Multimodal Approaches

Jennifer Rowsell: Introduction to Part 2: Situating Multimodality in the Landscape of Language Research

Chapter 5. Kelli Zezulka: Applying Linguistics to the Theatre Production Process

Chapter 6. Ornaith Rodgers: ‘A Special Closeness’, ‘des moments de tendresse indescriptibles’: A Multimodal Critique of Infant Feeding Health Promotional Discourse in Ireland and France

Chapter 7. Christina Hedman, Ewa Jacquet, Eva Nilsson and Katarina Rejman: Expressing Reading Engagement within Drama-Based Literary Work: Perspectives from Three Students in a Linguistically Diverse Classroom in Sweden

Chapter 8. Jessica Bradley and Louise Atkinson: Conversation through Art

Part 3: Integrating Multimodal and Multilingual Approaches

Gabriele Budach: Introduction to Part 3: Multilingualism and Multimodality: A Comment

Chapter 9. Kate Pahl: Meaning Matters: Multimodality, (New) Materialism and Co-production with Young People in Applied Linguistics

Chapter 10. Ulrike Zeshan, Sibaji Panda, Uta Papen and Julia Gillen: Peer to Peer Multiliteracies: A New Concept of Accessibility

Khawla Badwan: Concluding Thoughts: Labouring Together towards Generous Cuts in Language and Literacy Education 

Index

Sujets

• Communication Studies
• Disciplines
• Language Arts
• Linguistics
• Multilingualism
• Professional
• Postgraduate education
• General officer
• Sociolinguistics
• General
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 01 mars 2023
• Nombre de lectures: 0
• EAN13: 9781800413405
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Full details of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

DOI https://doi.org/10.21832/AINSWO3382
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Ainsworth, Steph, editor. | Griffiths, Dominic, editor. | Macrory, Gee, editor. | Pahl, Kate, editor.
Title: Multimodality and Multilingualism: Towards an Integrative Approach/Edited by Steph Ainsworth, Dominic Griffiths, Gee Macrory and Kate Pahl.
Description: Bristol; Jackson: Multilingual Matters, [2023] | Includes bibliographical references and index. | Summary: ‘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’ – Provided by publisher. Identifiers: LCCN 2022046189 (print) | LCCN 2022046190 (ebook) | ISBN 9781800413375 (paperback) | ISBN 9781800413382 (hardback) | ISBN 9781800413405 (epub) | ISBN 9781800413399 (pdf)
Subjects: LCSH: Multilingualism – Social aspects. | Modality (Linguistics) | LCGFT: Essays.
Classification: LCC P115.45 .M87 2023 (print) | LCC P115.45 (ebook) | DDC 306.44/6 – dc23/eng/20221129
LC record available at https://lccn.loc.gov/2022046189
LC ebook record available at https://lccn.loc.gov/2022046190
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-338-2 (hbk)
ISBN-13: 978-1-80041-337-5 (pbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Steph Ainsworth, Dominic Griffiths, Gee Macrory, Kate Pahl and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Riverside Publishing Solutions.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Figures and Tables
Contributors
Acknowledgements
Introduction: Origins, Scope and Rationale of the Book
Steph Ainsworth, Dominic Griffiths, Gee Macrory and Kate Pahl
Part 1: Multilingual Approaches
Introduction to Part 1: Appraising the ‘Multilingual Turn’ in Applied Linguistics and Sociolinguistics
Vally Lytra
1 Heritage Language Speakers’ Responses to Plurilingual Pedagogies in a Secondary School Context
Sophie Liggins
2 The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Multilingual Educational System
Yesha Devi Mahadeo-Doorgakant
3 ‘What’s in a Name?’ An Exploratory Study on International Students’ Names within International University Theatre Society Contexts
Priyanki Ghosh
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
Marie Jacobs
Part 2: Multimodal Approaches
Introduction to Part 2: Situating Multimodality in the Landscape of Language Research
Jennifer Rowsell
5 Applying Linguistics to the Theatre Production Process
Kelli Zezulka
6 ‘A Special Closeness’, ‘des moments de tendresse indescriptibles’: A Multimodal Critique of Infant Feeding Health Promotional Discourse in Ireland and France
Ornaith Rodgers
7 Expressing Reading Engagement within Drama-Based Literary Work: Perspectives from Three Students in a Linguistically Diverse Classroom in Sweden
Christina Hedman, Ewa Jacquet, Eva Nilsson and Katarina Rejman
8 Conversation through Art
Jessica Bradley and Louise Atkinson
Part 3: Integrating Multimodal and Multilingual Approaches
Introduction to Part 3: Multilingualism and Multimodality: A Comment
Gabriele Budach
9 Meaning Matters: Multimodality, (New) Materialism and Co-production with Young People in Applied Linguistics
Kate Pahl
10 Peer to Peer Multiliteracies: A New Concept of Accessibility
Ulrike Zeshan, Sibaji Panda, Uta Papen and Julia Gillen
Concluding Thoughts: Labouring Together towards Generous Cuts in Language and Literacy Education
Khawla Badwan
Figures and Tables
Figures
P1.1 Athan’s page marker
P1.2 Mattia’s multilingual and multimodal collage
1.1 Presentation prompts
1.2 Sara’s HL book design
1.3 Emenike’s HL book design
1.4 Desi’s HL book design
1.5 Abdul’s plurilingual poetry
1.6 Lena’s plurilingual poetry notes
1.7 Lena’s plurilingual poetry
2.1 Educational Centrifugal Linguistic Acculturation Framework
4.1 The pivotal position of the DVZ report in the beginning stage of the asylum procedure
P2.1 Shakesbook: Adaptation of Facebook
P2.2 Facebook Page for Bess Moss in Richard Wright’s Black Boy
P2.3 Suzanne’s Cindy Sherman photograph of Madness
6.1 HB , p. 33
6.2 HB , p. 35
6.3 MC 0–2 , p. 36
6.4 MC 0–2 , p. 43
6.5 MC 0–2 , p. 50
8.1 Light, Language, Landscape (installation) Linda Persson with Wongatha women, Geraldine and Luxie Hogarth, with parts of the community of Leonora, Desert of Eastern Goldfields, Australia
8.2 My Dream is (?????) Muhamad Nakam, Chloé Chritharas Devienne, and the Greek Language and Multilingualism Laboratory
8.3 Languages: Time Dream Avatars (installation) by Elina Karadzhova
9.1 Bird
9.2 Bead map
10.1 Emergence of the topic ‘Working with number literacy and sign language’
10.2 Stairs and balls; Number train; Jumping; Mixed number circle
10.3 Science experiment with saplings
10.4 Multiliteracies used for fact-finding and documentation
10.5 Drawing created on the classroom wall
10.6 Reading a text about trees
10.7 Practising grammar in multimodal ways
Tables
1.1 Participants’ language profiles
2.1 Informal school talk
2.2 Songs
2.3 Informal talk
2.4 Reading
2.5 Speech acts
3.1 Profile of international and home student participants in Examples 1 and 2
4.1 The transformative nature of entextualisation within the asylum procedure
4.2 The transformative nature of entextualisation in Consultation A
4.3 The transformative nature of the entextualisation in Consultation B
7.1 Nura’s expressions of participation
7.2 Omar’s expressions of participation
7.3 Mustafa’s expressions of participation
Contributors
Steph Ainsworth is a Senior Lecturer in Education at Manchester Metropolitan University and has research interests in phonological development, early reading and the teaching of grammar knowledge. She has a particular interest in the emotional aspects of language learning and education. She is Co-Director of the Literacy and Language Research Group at Manchester Metropolitan University.
Louise Atkinson is a freelance visual artist, curator and researcher, with a PhD in Fine Art from the University of Leeds. She holds a visiting fellowship in the School of Fine Art, History of Art and Cultural Studies at the University of Leeds. Her work explores ideas of co-production and cross-cultural understanding in and through material culture, as a way of understanding how these contribute to notions of place. Through involving participants in her artistic and research practice, she considers how individual voices and experiences are represented in changing constructions of heritage.
Khawla Badwan is Reader in TESOL and Applied Linguistics at Manchester Metropolitan University. Her research interests include language education, language and sustainability, social justice, mobility, identity, place and intercultural communication. Her most recent publication is Language in a Globalised World: Social Justice Perspectives on Mobility and Contact (Palgrave, 2021). She is editor (with Shoba Arun, Hadjer Taibi and Farwa Batool) of Global Migration and Diversity of Educational Experiences in the Global South and North: A Child-Centred Approach (Routledge, forthcoming).
Jessica Bradley is Lecturer in Literacies in the School of Education at the University of Sheffield where she co-directs the BA Education, Culture and Childhood. She is interested in arts-based approaches tolanguage research. Her research has explored linguistic landscapes through creative and participatory research methods while her doctoral research focused on translanguaging practices in street arts production and performance. She co-edited Translanguaging as Transformation: The Collaborative Construction of New Linguistic Realities (MultilingualMatters, 2020).
Priyanki Ghosh completed a PhD in Linguistics from the University of Surrey in November 2021. Her study investigated international student belonging through extracurricular participation within peripheral university theatre societies in the UK. She is passionate about promoting inclusion and belonging for minority students and is currently teaching on the subjects of globalisation and global citizenship.
Julia Gillen is Professor of Literacy Studies in the Department of Linguistics and English Language at Lancaster University and former Director of the Lancaster Literacy Research Centre. She researches literacy in school and home contexts. She is a co-investigator in two ESRC projects funded 2022–2024: ‘Research Mobilities in Primary Literacy Education’ and ‘0–3-Year-Old