Multimodality in the New Content Standards Era: Implications for English Learners
Multimodality in the New Content Standards Era: Implications for English Learners
复制标题
新内容标准时代的多模态：对英语学习者的影响
DOI：
10.1002/tesq.443
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发表时间：
2019
期刊：
影响因子：
3.2
通讯作者：
Scott E. Grapin
中科院分区：
文献类型：
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作者：
Scott E. Grapin
英语语言艺术和读写能力、数学和科学方面的新内容标准要求所有学生，包括英语学习者 (EL)，使用语言以外的多种模式。传统上，EL 教育中多模态的概念和内容领域存在很大差异。为了承认并开始面对这些差异，作者提出了多模态的弱版本和强版本。弱版本优先考虑语言，并将非语言模式作为 EL 语言发展的支架，而强版本则认为多种模式对于参与学科实践至关重要。作者采用强版本，分析了四年级科学课堂的工作样本，以说明学生在进行科学建模时如何战略性地部署多种模式。该分析还展示了多模态镜头如何揭示语言的独特功能和局限性，这是一种与 EL 特别相关的模式。作者认为，在新的内容标准时代，拥抱多模态的强大版本对于 EL 来说不仅是必要的，而且是变革性的，因为这使他们能够在参与纪律实践的同时，利用可用的意义创造资源。鉴于多模态概念的不同，本文最后呼吁采取行动，加强语言和内容教育者之间的合作。 doi：10.1002/tesq.443
New content standards in English language arts and literacy, mathematics, and science expect all students, including English learners (ELs), to use multiple modes beyond language. Traditionally, conceptualizations of multimodality in EL education and the content areas have differed considerably. To acknowledge and begin confronting these differences, the author proposes weak and strong versions of multimodality. Whereas the weak version privileges language and takes nonlinguistic modes as scaffolds for language development with ELs, the strong version views multiple modes as essential to engaging in disciplinary practices. Adopting the strong version, the author analyzes work samples from a fourth-grade science classroom to illustrate how students deploy multiple modes strategically as they engage in scientific modeling. This analysis also shows how a multimodal lens can shed light on the unique affordances and limitations of language, a mode of particular relevance to ELs. The author argues that embracing the strong version of multimodality is not only necessary but transformative for ELs in the new content standards era, because it allows them to draw from the meaning-making resources at their disposal while engaging in disciplinary practices. In light of divergent conceptualizations of multimodality, the article ends with a call to action for closer collaboration between language and content educators. doi: 10.1002/tesq.443