Chinese Ethnic Minority Students' Investment in English Learning Empowered by Digital Multimodal Composing
Chinese Ethnic Minority Students' Investment in English Learning Empowered by Digital Multimodal Composing
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DOI：
10.1002/tesq.566
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发表时间：
2020-01-07
期刊：
影响因子：
3.2
通讯作者：
Yu, Shulin
中科院分区：
文献类型：
--
作者：
Jiang, Lianjiang;Yang, Miaoyan;Yu, Shulin
尽管TESOL已经注意到少数族裔学生在主流英语课堂上经常遇到困难，但这类学生能否以及如何增强他们的英语学习能力仍未得到充分探讨。本文报告了一个关于中国少数民族学生参与数字多模式写作项目的纵向案例研究，以及该项目对学生英语学习投资的影响。数据是通过半结构化访谈、课堂观察、非正式对话、书面反思和学生制作的多模式视频收集的。研究发现，在主流英语课堂上使用DMC是一种有前景的赋权和文化支持策略，有助于促进少数族裔学生对英语学习的投资。通过DMC，这位少数民族学生不仅获得了同伴支持和传统课堂上不太重视的合作学习社区，还学会了利用她的民族知识作为课堂参与的重要文化资本。这项研究注意到DMC在少数民族学生积极的种族认同建构中的赋权作用和对英语学习的投资，呼吁注意多模式和相关识字实践的重要性，使少数民族学生能够在主流课堂上跨越语言和数字鸿沟。
Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student's participation in a digital multimodal composing (DMC) project and its pertinent impact on the student's investment in EFL learning. Data were gathered through semistructured interviews, classroom observations, informal conversations, written reflections, and student-authored multimodal videos. The study found that using DMC in mainstream English classrooms constitutes a promising empowering and culturally sustaining strategy for facilitating ethnic minority students' investment in English learning. Through DMC, the ethnic minority student not only gained access to peer support and a collaborative learning community that was underemphasized in traditional classes, but also learned to capitalize on her ethnic knowledge as essential cultural capital for in-class participation. Noting the empowering role of DMC in positive ethnic identity constructions of the minority student and the investment in English learning, this study calls for attention to the importance of multimodality and the relevant literacy practices in empowering ethnic minority students to cross the linguistic and digital divides in mainstream classrooms.