Aller directement au menu principal Aller directement au contenu principal Aller au pied de page

Introduction au numéro spécial

Vol. 25 No. 3 (2022): Numéro spécial : Didactique de l’écriture avec des apprenants de langues additionnelles et diverses : les liens entre le multilinguisme, les multilittératies et les multimodalités

Didactique de l’écriture avec des apprenants de langues additionnelles et diverses : les liens entre le multilinguisme, les multilittératies et les multimodalités

DOI
https://doi.org/10.37213/cjal.2022.33398
Soumise
avril 1, 2023
Publié-e
2022-12-01

Résumé

   

Références

  1. Belcher, D. D. (2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Writing, 38, 80-85.
  2. Casanave, C. P. (2017). Controversies in second language writing (2nd ed.). University of Michigan Press.
  3. Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge University Press.
  4. Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342-354.
  5. 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.
  6. Cope, B., & Kalantzis, M. (Eds.). (2015). A pedagogy of multiliteracies: Learning by design. Springer.
  7. 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.
  8. 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.
  9. Galante, A. (2020). Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges. System, 92, 102274.
  10. García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35.
  11. Holloway, S. M., & Qaisi, R. (2022). Composing meaning through multiliteracies and multimodality with adolescent and adult learners. Language and Literacy, 24(2), 85-106.
  12. Kalan, A. (2022). Negotiating writing identities across languages: Translanguaging as enrichment of semiotic trajectories. TESL Canada Journal, 38(2), 63-87.
  13. Kim, Y., & Belcher, D. (2020). Multimodal composing and traditional essays: Linguistic performance and learner perceptions. RELC Journal, 51(1), 86-100.
  14. 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.
  15. Kress, G. (2003). Literacy in the New Media Age. Routledge
  16. 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.
  17. Kubota, R. (2022). Decolonizing second language writing: Possibilities and challenges. Journal of Second Language Writing, 58, 100946.
  18. Lau, S. M. C., & Van Viegen, S. (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Springer.
  19. Leonard, R. L. (2014). Multilingual writing as rhetorical attunement. College English, 76(3), 227-247.
  20. 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.
  21. 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
  22. May, S. (Ed.). (2014). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
  23. 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.
  24. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
  25. OpenAI (n.d.). Introducing ChatGPT. Retrieved from https://openai.com/blog/chatgpt
  26. 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.
  27. 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.
  28. 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.
  29. Pennycook, A. (2021). Critical applied linguistics: A critical re-introduction. Routledge.
  30. Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600-614.
  31. Piccardo, E. (2019). “We are all (potential) plurilinguals”: Plurilingualism as an overarching, holistic concept. OLBI Journal, 10, 183-204.
  32. Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (Eds.). (2022). Activating linguistic and cultural diversity in the language classroom. Cham, Switzerland: Springer.
  33. Siegel, M. (2012). New times for multimodality? Confronting the accountability culture. Journal of Adolescent & Adult Literacy, 55(8), 671–681.
  34. Street, B. V. (1984). Literacy in theory and practice. Cambridge, UK: Cambridge University Press.
  35. Street, B. (2016). Learning to read from a social practice view: Ethnography, schooling and adult learning. Prospects, 46, 335-344.
  36. Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? The Australian Journal of Language and Literacy, 33(3), 211-239.
  37. 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.