The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies
Bibliographic Data
| ID | 21589981 |
|---|---|
| Authors | Sally Humphrey (0000-0002-4397-6404, Australian Catholic University, corresponding author) |
| Year | 2021 |
| Volume | 35 |
| Issue | 2 |
| Pages | 140-159 |
| Publication date | 2021-03-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2020.1772282 |
| OpenAlex | W3083648242 |
| Language | EN |
| Citations received | 10 |
| References cited | 16 |
This paper reports on research which has explored essential requirements for pedagogies of hope, including the expansion of teachers’ semiotic knowledge. The study, a professional learning intervention with teachers of young multilingual learners engaged in science inquiry, was informed by Systemic Functional Linguistics (SFL) descriptions of verbal language and image in scientific representations. SFL’s metalanguage provided resources for teachers to support their learners’ academic and reflexive literacies in a number of ways. With academic mentors, the teachers used SFL’s analytical tools to reveal learners’ existing literacy repertoires in relation to the demands of curriculum tasks and to design lesson sequences to infuse support for multiliteracies within science content learning. Analysis of the multimodal texts composed by students provides evidence of the positive impact of culturally sustaining SFL on bi/multilingual learners’ writing, including learners who had previously been challenged to demonstrate their science learning in writing and those who had achieved curriculum expectations. Significantly, teachers’ developing semiotic knowledge allowed them to engage all students in substantive and reflexive conversations of scientific communication
Curriculum · Discipline · Linguistics · Literacy · Mathematics education · Metalanguage · Multimodality · Pedagogy · Reflexivity · Semiotics · Sociology · Systemic functional linguistics · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Do language classrooms socialize linguistic indifference
Multilingual Education in Europe
Fostering multiliteracies pedagogy in K12 science and mathematics
Exploring multiliteracies competencies in Indonesian teacher education
Iqhaza elibanjwa ukuxuba izilimi emakilasini anabafundi abamnyama abakhuluma izilimi ezehlukene emabangeni 10-12 esifundazweni iKwaZulu-Natali
Examining primary school students’ perceptions of language used in science classrooms
Joining the adventures of Sally Jones – Discursive strategies for providing access to literary language in a linguistically diverse classroom
Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
Aligning higher education language policies with lecturers’ views on EMI practices
Engaging culturally and linguistically diverse youth in semiotic analysis for community‐based inquiry
Reading Images
Assessing multimodal literacies in science
Learning to write, reading to learn
The what, why, and how of culturally responsive teaching
A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners
Reading visual narratives
Teaching the distinctive language of science
Multimodality in Education
The Silenced Dialogue
The Role of Metalanguage in Supporting Academic Language Development
Working with discourse
| Unique citing works | 10 |
|---|---|
| Citations per year | 2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |