Writing Pedagogy with Linguistically Diverse Language Learners and Users: The Nexus of Multilingualism, Multiliteracies and Multimodalities

Authors

  • Caroline Payant Université du Québec à Montréal
  • YouJin Kim Georgia State University

DOI:

https://doi.org/10.37213/cjal.2022.33398

Abstract

   

References

Belcher, D. D. (2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Writing, 38, 80-85.

Casanave, C. P. (2017). Controversies in second language writing (2nd ed.). University of Michigan Press.

Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press.

Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342-354.

Cho, H., & Kim, Y. (2021). Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task. Language Teaching Research.

Cope, B., & Kalantzis, M. (Eds.). (2015). A pedagogy of multiliteracies: Learning by design. Springer.

dela Cruz, J. W. (2022). “I subtitle myself”: Affordances and challenges of Canadian EAL students’ plurilingual learning strategies in a francophone college. TESL Canada Journal, 38(2), 36-62.

Flores, N., Kleyn, T., & Menken, K. (2015). Looking holistically in a climate of partiality: Identities of students labeled long-term English language learners. Journal of Language, Identity & Education, 14(2), 113-132.

Galante, A. (2020). Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges. System, 92, 102274.

García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35.

Holloway, S. M., & Qaisi, R. (2022). Composing meaning through multiliteracies and multimodality with adolescent and adult learners. Language and Literacy, 24(2), 85-106.

Kalan, A. (2022). Negotiating writing identities across languages: Translanguaging as enrichment of semiotic trajectories. TESL Canada Journal, 38(2), 63-87.

Kim, Y., & Belcher, D. (2020). Multimodal composing and traditional essays: Linguistic performance and learner perceptions. RELC Journal, 51(1), 86-100.

Kim, Y., Cho, H., & Ren, H. (2020). Collaborative writing tasks in an L3 classroom: Translanguaging, the quality of task outcomes and learners’ perceptions. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 255-280). Multilingual Matters.

Kress, G. (2003). Literacy in the New Media Age. Routledge

Kubota, R. (2020). Critical engagement with teaching EFL: Toward a trivalent focus on ideology, political economy, and praxis. In O. Barnawi, & S. Anwaruddin (Eds.), TESOL teacher education in a transnational world (pp. 49-64). Abingdon, England: Routledge.

Kubota, R. (2022). Decolonizing second language writing: Possibilities and challenges. Journal of Second Language Writing, 58, 100946.

Lau, S. M. C., & Van Viegen, S. (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Springer.

Leonard, R. L. (2014). Multilingual writing as rhetorical attunement. College English, 76(3), 227-247.

Lotherington, H. (2007). From literacy to multiliteracies in ELT. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 891-905). Springer.

Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19-34

May, S. (Ed.). (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.

Mortenson, L. (2022). Integrating social justice-oriented content into English for Academic Purposes (EAP) instruction: A case study. English for Specific Purposes, 65, 1-14.

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

OpenAI (n.d.). Introducing ChatGPT. Retrieved from https://openai.com/blog/chatgpt

Payant, C. (2020). Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task. Canadian Modern Language Review/Revue canadienne des langues vivantes.76(4), 313-334.

Payant, C., & Galante, A. (2022). Le plurilinguisme et le translanguaging: approches pédagogiques pour la valorisation et la reconnaissance de la pluralité-une introduction. TESL Canada Journal, 38(2), xiv-xiv.

Payant, C., & Maatouk, Z. (2022). Collaborative writing in a third language: How writers use and view their plurilingual repertoire during collaborative writing tasks. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 25(1), 127-151.

Pennycook, A. (2021). Critical applied linguistics: A critical re-introduction. Routledge.

Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600-614.

Piccardo, E. (2019). “We are all (potential) plurilinguals”: Plurilingualism as an overarching, holistic concept. OLBI Journal, 10, 183-204.

Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (Eds.). (2022). Activating linguistic and cultural diversity in the language classroom. Cham, Switzerland: Springer.

Siegel, M. (2012). New times for multimodality? Confronting the accountability culture. Journal of Adolescent & Adult Literacy, 55(8), 671–681.

Street, B. V. (1984). Literacy in theory and practice. Cambridge, UK: Cambridge University Press.

Street, B. (2016). Learning to read from a social practice view: Ethnography, schooling and adult learning. Prospects, 46, 335-344.

Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? The Australian Journal of Language and Literacy, 33(3), 211-239.

Yi, Y., Shin, D. S., & Cimasko, T. (2020). Special issue: Multimodal composing in multilingual learning and teaching contexts. Journal of Second Language Writing, 47, 100717.

Additional Files

Published

2022-12-01

How to Cite

Payant, C., & Kim, Y. (2022). Writing Pedagogy with Linguistically Diverse Language Learners and Users: The Nexus of Multilingualism, Multiliteracies and Multimodalities. Canadian Journal of Applied Linguistics, 25(3), i-xix. https://doi.org/10.37213/cjal.2022.33398