Saved in:
| Main Author: | |
|---|---|
| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidad de Antioquia
2022
|
| Subjects: | |
| Online Access: | https://www.redalyc.org/articulo.oa?id=255073744005 https://www.redalyc.org/journal/2550/255073744005/ https://www.redalyc.org/journal/2550/255073744005/html/ https://www.redalyc.org/journal/2550/255073744005/255073744005.epub https://www.redalyc.org/journal/2550/255073744005/movil |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866570956073336832 |
|---|---|
| author | Wilder Yesid Escobar-Alméciga |
| author_facet | Wilder Yesid Escobar-Alméciga |
| contents | Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis Wilder Yesid Escobar-Alméciga Janina Brutt-Griffler Lengua y Literatura literacidad sociosemiótica educación inicial Educación bilingüe comunicación multimodal Bilingual learners often integrate semiotic resources and communicative modes across the languages they speak. Unfortunately, current approaches to researching such a phenomenon assign pragmatic functions to individual discourse moves at best or to isolated utterances at worst. Thus, using a social semiotic multimodal interaction analysis, this study examined actions in interactions of a group of six transnational students participating in a second-grade literacy circle at a school in western New York, USA. The purpose of this was to account for the complex reciprocities among their multimodal ways of communicating, their learning climate, and ultimately their learning as mediated and evidenced in their integrated multimodal communicative action. Data included four audio recordings of four literacy circle reading activities that took place during a four-day period. Findings suggest that, first, learning results from communication. Second, learning can only be evidenced through communication in interaction. Finally, communication is always multimodal and emergent while, at the same time, culturally governed. This presents direct implications for instruction and learning regarding the social conditions afforded to students to access their full repertoire of semiotic resources and modes to participate and act on their own behalf and in pursuit of their learning. 2022 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255073744005 https://www.redalyc.org/journal/2550/255073744005/ https://www.redalyc.org/journal/2550/255073744005/html/ https://www.redalyc.org/journal/2550/255073744005/255073744005.epub https://www.redalyc.org/journal/2550/255073744005/movil 10.17533/udea.ikala.v27n1a05 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.1 Vol.27 |
| format | Artículo científico |
| id | redalyc_255073744005 |
| language | en |
| publishDate | 2022 |
| publisher | Universidad de Antioquia |
| spellingShingle | Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis Wilder Yesid Escobar-Alméciga Lengua y Literatura literacidad sociosemiótica educación inicial Educación bilingüe comunicación multimodal Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis Wilder Yesid Escobar-Alméciga Janina Brutt-Griffler Lengua y Literatura literacidad sociosemiótica educación inicial Educación bilingüe comunicación multimodal Bilingual learners often integrate semiotic resources and communicative modes across the languages they speak. Unfortunately, current approaches to researching such a phenomenon assign pragmatic functions to individual discourse moves at best or to isolated utterances at worst. Thus, using a social semiotic multimodal interaction analysis, this study examined actions in interactions of a group of six transnational students participating in a second-grade literacy circle at a school in western New York, USA. The purpose of this was to account for the complex reciprocities among their multimodal ways of communicating, their learning climate, and ultimately their learning as mediated and evidenced in their integrated multimodal communicative action. Data included four audio recordings of four literacy circle reading activities that took place during a four-day period. Findings suggest that, first, learning results from communication. Second, learning can only be evidenced through communication in interaction. Finally, communication is always multimodal and emergent while, at the same time, culturally governed. This presents direct implications for instruction and learning regarding the social conditions afforded to students to access their full repertoire of semiotic resources and modes to participate and act on their own behalf and in pursuit of their learning. 2022 artículo científico 0123-3432 https://www.redalyc.org/articulo.oa?id=255073744005 https://www.redalyc.org/journal/2550/255073744005/ https://www.redalyc.org/journal/2550/255073744005/html/ https://www.redalyc.org/journal/2550/255073744005/255073744005.epub https://www.redalyc.org/journal/2550/255073744005/movil 10.17533/udea.ikala.v27n1a05 en http://www.redalyc.org/revista.oa?id=2550 Íkala, revista de lenguaje y cultura application/pdf Universidad de Antioquia Íkala, revista de lenguaje y cultura (Colombia) Num.1 Vol.27 |
| title | Multimodal Communication in an Early Childhood Bilingual Education Setting: A Social Semiotic Interaction Analysis |
| topic | Lengua y Literatura literacidad sociosemiótica educación inicial Educación bilingüe comunicación multimodal |
| url | https://www.redalyc.org/articulo.oa?id=255073744005 https://www.redalyc.org/journal/2550/255073744005/ https://www.redalyc.org/journal/2550/255073744005/html/ https://www.redalyc.org/journal/2550/255073744005/255073744005.epub https://www.redalyc.org/journal/2550/255073744005/movil |