Margaret R Hawkins
Biographic Data
| ID | 1584754 |
|---|---|
| NAME | Margaret R Hawkins |
| GIVEN NAMES | Margaret R |
| FAMILY NAME | Hawkins |
| SIGNATURE | HAWKINS M R |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0001-6766-247X |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Transmodalities
Communications are foundational for how people make sense of their worlds, of self and others in the world, and of their relations with others. Transmodalities is a conceptual framework designed to help understand the workings of meaning‐making in communications that offers a theoretical stance and guidance for research design and analysis. This chapter offers a close definition of transmodalities and its five (interconnected) “complexities,” ren…
Global Flows and Critical Cosmopolitanism
In this longitudinal case study, Catherine Compton‐Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandi…
Transmodal Communications
Figured Worlds in Transnational Transmodal Communications
With consideration of the increasing diversity, globalization, and digitalization that is so significantly impacting human relations and communication, this study, through the dual lenses of figured worlds (Holland, Skinner, Lachicotte, & Cain, 1998) and transmodalities (Hawkins, 2018), investigates transnational communications among youth. Specifically, the researchers explore how youth co‐construct meanings of selves and others and understandin…
Semiosis y cosmopolitismo crítico
Este artículo parte de un dilema ético que surgió al usar vídeos para la comunicación transnacional en un proyecto global de educación e investigación en el cual participaban jóvenes. Analizamos datos que permiten la reconstrucción del proceso de producción y recepción de uno de los videos en particular producido por adolescentes participantes de Cataluña para un grupo de jóvenes de Uganda. Los datos incluyen el vídeo en sí y otros datos etnográf…
Transmodalities and Transnational Encounters
The ‘trans-’ turn in language studies illuminates human communication as the coordination and interpretation of a vast array of semiotic resources that are entangled with language in fluid and unpredictable ways. It also highlights the current era of globalization in which communication occurs with ever-increasing rapidity among ever-expanding audiences, through rapidly changing semiotic means and modes. It transcends the local, to become translo…
Considering ‘Trans-’ Perspectives in Language Theories and Practices
Terms abound: transnational, transcultural, translocal, transpatial, transmodal, translanguaging, and translingual, to name just a few that bear on global and local communications, understandings, and interactions. ‘Trans-’ can be understood to mean crossing borders or boundaries, and this move toward a ‘trans-’ disposition signals the need to transcend the named and bounded categories that have historically shaped our thinking about the world an…
Mobility, language, and schooling
This chapter focuses on the intersection of global movement, language, and schooling at the early childhood, primary and secondary levels. It identifies specific themes that have been taken up in multiple geographic locations. The chapter also focuses on the notion of &s;ecologies&s; to not only address these themes, but to point to ways in which individual factors and components mutually affect and influence one another to shape the landscape of…
Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education
Discourses of globalization and cosmopolitanism, focusing on the rapid flows of people, resources, and knowledge around the globe and subsequent encounters between global citizens, present a binary between "global" and "local." At the same time educational theories, perhaps especially in the areas of language and literacy studies, promote a view of learning as occurring through mediated interactions in local, situated practices. This article offe…
Video Recording and the Research Process
TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research
Disinventing and Reconstituting Languages
Developing Reading and Writing in Second‐Language Learners
Age and the Rate of Foreign Language Learning
Where Do I Go From Here
Language, Literacy, and Technology
Call Dimensions: Options and Issues in Computer‐Assisted Language Learning. Mike Levy and Glenn Stockwell Laptops and Literacy: Learning in the Wireless Classroom. Mark Warschauer
Family Is Here
This article examines the culture of community-based after-school programs that serve low-income Hmong immigrant youth. By drawing on knowledge of Hmong culture, history, and family structure, and knowledge of mainstream American culture, the staff at the community centers are able to connect to children and adolescents in ways that schools do not. Despite the success that community centers have in connecting to Hmong immigrant youth, they are le…
Teaching English to the World
Becoming a Student
In this article I argue that both sociocultural theories and those that address academic literacies must be invoked to adequately understand language and literacy development in schools. Through exploring the histories, school lives, and viewpoints of two kindergarten students, I show how identity work negotiated in classroom interactions can afford or deny access to the language and practices of school. My argument views language and literacy de…
Reflections on the Impact of Teacher-Researcher Collaboration
from http://nces.ed.gov/pubs2002/2002606.pdf Patterson, L., Minnick Santa, C., Smith, KI, & Short, K. (1993). Teachers are researchers: Reflection and action. Newark, DE: International Reading Association. Shagoury Hubbard, R., & Miller Power, B. (1999). Living the questions: A guide for teacher researchers. Portland, ME: Stenhouse. Sharkey, J., & Johnson, K. (2003). The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power…
Researching English Language and Literacy Development in Schools
There is a curious disjuncture in the current discourse(s) on the schooling of immigrant and minority students. The official discourse, as has been communicated through the federal No Child Left Behind Act of 2001 rhetoric and the concomitant focus on standards and assessment, says that minority children, especially English language learners (ELLs) must gain “standard” English language skills in an unreasonably short time frame, while achieving o…
Apprenticing Nonnative Speakers to New Discourse Communities
Asante, M. K., & Gudykunst, W. B. (Ed.). (1989). Handbook of international and intercultural communication. Newbury Park, CA: Sage. Benesch, S. (1993). Critical thinking: A learning process for democracy. TESOL Quarterly, 27, 545-547. Blair,J. A. (1988). Current issues in informal logic and critical thinking. In A. Fisher (Eds.), Critical thinking (pp. 15-29). Norwich, England: University of East Anglia. Ennis, R. H. (1962). A concept of critical…
Researching English Language and Literacy Development in Schools
There is a curious disjuncture in the current discourse(s) on the schooling of immigrant and minority students. The official discourse, as has been communicated through the federal No Child Left Behind Act of 2001 rhetoric and the concomitant focus on standards and assessment, says that minority children, especially English language learners (ELLs) must gain “standard” English language skills in an unreasonably short time frame, while achieving o…
Family Is Here
This article examines the culture of community-based after-school programs that serve low-income Hmong immigrant youth. By drawing on knowledge of Hmong culture, history, and family structure, and knowledge of mainstream American culture, the staff at the community centers are able to connect to children and adolescents in ways that schools do not. Despite the success that community centers have in connecting to Hmong immigrant youth, they are le…
Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education
Discourses of globalization and cosmopolitanism, focusing on the rapid flows of people, resources, and knowledge around the globe and subsequent encounters between global citizens, present a binary between "global" and "local." At the same time educational theories, perhaps especially in the areas of language and literacy studies, promote a view of learning as occurring through mediated interactions in local, situated practices. This article offe…
Becoming a Student
In this article I argue that both sociocultural theories and those that address academic literacies must be invoked to adequately understand language and literacy development in schools. Through exploring the histories, school lives, and viewpoints of two kindergarten students, I show how identity work negotiated in classroom interactions can afford or deny access to the language and practices of school. My argument views language and literacy de…
Reflections on the Impact of Teacher-Researcher Collaboration
from http://nces.ed.gov/pubs2002/2002606.pdf Patterson, L., Minnick Santa, C., Smith, KI, & Short, K. (1993). Teachers are researchers: Reflection and action. Newark, DE: International Reading Association. Shagoury Hubbard, R., & Miller Power, B. (1999). Living the questions: A guide for teacher researchers. Portland, ME: Stenhouse. Sharkey, J., & Johnson, K. (2003). The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power…
Figured Worlds in Transnational Transmodal Communications
With consideration of the increasing diversity, globalization, and digitalization that is so significantly impacting human relations and communication, this study, through the dual lenses of figured worlds (Holland, Skinner, Lachicotte, & Cain, 1998) and transmodalities (Hawkins, 2018), investigates transnational communications among youth. Specifically, the researchers explore how youth co‐construct meanings of selves and others and understandin…
Video Recording and the Research Process
TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research
Apprenticing Nonnative Speakers to New Discourse Communities
Asante, M. K., & Gudykunst, W. B. (Ed.). (1989). Handbook of international and intercultural communication. Newbury Park, CA: Sage. Benesch, S. (1993). Critical thinking: A learning process for democracy. TESOL Quarterly, 27, 545-547. Blair,J. A. (1988). Current issues in informal logic and critical thinking. In A. Fisher (Eds.), Critical thinking (pp. 15-29). Norwich, England: University of East Anglia. Ennis, R. H. (1962). A concept of critical…
Apprenticing Nonnative Speakers to New Discourse Communities
Asante, M. K., & Gudykunst, W. B. (Ed.). (1989). Handbook of international and intercultural communication. Newbury Park, CA: Sage. Benesch, S. (1993). Critical thinking: A learning process for democracy. TESOL Quarterly, 27, 545-547. Blair,J. A. (1988). Current issues in informal logic and critical thinking. In A. Fisher (Eds.), Critical thinking (pp. 15-29). Norwich, England: University of East Anglia. Ennis, R. H. (1962). A concept of critical…
Reflections on the Impact of Teacher-Researcher Collaboration
from http://nces.ed.gov/pubs2002/2002606.pdf Patterson, L., Minnick Santa, C., Smith, KI, & Short, K. (1993). Teachers are researchers: Reflection and action. Newark, DE: International Reading Association. Shagoury Hubbard, R., & Miller Power, B. (1999). Living the questions: A guide for teacher researchers. Portland, ME: Stenhouse. Sharkey, J., & Johnson, K. (2003). The TESOL Quarterly dialogues: Rethinking issues of language, culture, and power…
Researching English Language and Literacy Development in Schools
There is a curious disjuncture in the current discourse(s) on the schooling of immigrant and minority students. The official discourse, as has been communicated through the federal No Child Left Behind Act of 2001 rhetoric and the concomitant focus on standards and assessment, says that minority children, especially English language learners (ELLs) must gain “standard” English language skills in an unreasonably short time frame, while achieving o…
Becoming a Student
In this article I argue that both sociocultural theories and those that address academic literacies must be invoked to adequately understand language and literacy development in schools. Through exploring the histories, school lives, and viewpoints of two kindergarten students, I show how identity work negotiated in classroom interactions can afford or deny access to the language and practices of school. My argument views language and literacy de…
Teaching English to the World
Age and the Rate of Foreign Language Learning
Where Do I Go From Here
Language, Literacy, and Technology
Call Dimensions: Options and Issues in Computer‐Assisted Language Learning. Mike Levy and Glenn Stockwell Laptops and Literacy: Learning in the Wireless Classroom. Mark Warschauer
Family Is Here
This article examines the culture of community-based after-school programs that serve low-income Hmong immigrant youth. By drawing on knowledge of Hmong culture, history, and family structure, and knowledge of mainstream American culture, the staff at the community centers are able to connect to children and adolescents in ways that schools do not. Despite the success that community centers have in connecting to Hmong immigrant youth, they are le…
Disinventing and Reconstituting Languages
Developing Reading and Writing in Second‐Language Learners
Video Recording and the Research Process
TESOL Quarterly publishes brief commentaries on aspects of qualitative and quantitative research
Ontologies of Place, Creative Meaning Making and Critical Cosmopolitan Education
Discourses of globalization and cosmopolitanism, focusing on the rapid flows of people, resources, and knowledge around the globe and subsequent encounters between global citizens, present a binary between "global" and "local." At the same time educational theories, perhaps especially in the areas of language and literacy studies, promote a view of learning as occurring through mediated interactions in local, situated practices. This article offe…
Mobility, language, and schooling
This chapter focuses on the intersection of global movement, language, and schooling at the early childhood, primary and secondary levels. It identifies specific themes that have been taken up in multiple geographic locations. The chapter also focuses on the notion of &s;ecologies&s; to not only address these themes, but to point to ways in which individual factors and components mutually affect and influence one another to shape the landscape of…
Transmodalities and Transnational Encounters
The ‘trans-’ turn in language studies illuminates human communication as the coordination and interpretation of a vast array of semiotic resources that are entangled with language in fluid and unpredictable ways. It also highlights the current era of globalization in which communication occurs with ever-increasing rapidity among ever-expanding audiences, through rapidly changing semiotic means and modes. It transcends the local, to become translo…
Considering ‘Trans-’ Perspectives in Language Theories and Practices
Terms abound: transnational, transcultural, translocal, transpatial, transmodal, translanguaging, and translingual, to name just a few that bear on global and local communications, understandings, and interactions. ‘Trans-’ can be understood to mean crossing borders or boundaries, and this move toward a ‘trans-’ disposition signals the need to transcend the named and bounded categories that have historically shaped our thinking about the world an…
Semiosis y cosmopolitismo crítico
Este artículo parte de un dilema ético que surgió al usar vídeos para la comunicación transnacional en un proyecto global de educación e investigación en el cual participaban jóvenes. Analizamos datos que permiten la reconstrucción del proceso de producción y recepción de uno de los videos en particular producido por adolescentes participantes de Cataluña para un grupo de jóvenes de Uganda. Los datos incluyen el vídeo en sí y otros datos etnográf…
Transmodal Communications
Figured Worlds in Transnational Transmodal Communications
With consideration of the increasing diversity, globalization, and digitalization that is so significantly impacting human relations and communication, this study, through the dual lenses of figured worlds (Holland, Skinner, Lachicotte, & Cain, 1998) and transmodalities (Hawkins, 2018), investigates transnational communications among youth. Specifically, the researchers explore how youth co‐construct meanings of selves and others and understandin…
Global Flows and Critical Cosmopolitanism
In this longitudinal case study, Catherine Compton‐Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandi…
Transmodalities
Communications are foundational for how people make sense of their worlds, of self and others in the world, and of their relations with others. Transmodalities is a conceptual framework designed to help understand the workings of meaning‐making in communications that offers a theoretical stance and guidance for research design and analysis. This chapter offers a close definition of transmodalities and its five (interconnected) “complexities,” ren…
Sociology (15 works) · Computer Science (10 works) · Multilingual Education and Policy (9 works) · Pedagogy (9 works) · Psychology (9 works) · Linguistics (8 works) · Philosophy (6 works) · Second Language Learning and Teaching (6 works) · Citation (5 works) · Library science (5 works)