Overview
- Expands the knowledge base on the nature of multilingual learners' multimodal composing and multimodal literacy practices
- Identifies the affordances and constraints of multimodal composing for multilingual learners
- Addresses theoretical and methodological issues in research on multilinguals' multimodal composing and literacies
- Provides pedagogical implications for multimodal composing for teaching and learning contexts across K-16
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Table of contents (11 chapters)
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Front Matter
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Theoretical and Methodological Issues in Researching Multimodal Composing
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Front Matter
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Multilingual Writers’ Engagement with Multimodal Composing
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Front Matter
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Affordances and Constraints of Multimodal Composing in Multilingual Contexts
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Front Matter
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Pedagogical Issues Concerning Employing Multimodal Composition Pedagogy
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Front Matter
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Back Matter
Keywords
About this book
This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development.
The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics.
This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.
Editors and Affiliations
About the editors
Tony Cimasko is the ESL Composition coordinator in the Department of English at Miami University in Oxford, Ohio, USA, teaching courses on L2 writing theory and pedagogy as well as various writing courses. His ongoing research interests include multimodal composition, professional and pedagogical genres, and feedback practices. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, Written Communication, and others. He was the co-editor of Foreign Language Writing Instruction: Principles and Practices.
Youngjoo Yi is an associate professor in Second, Foreign, and Multilingual Language Education at the Ohio State University. She is a co-editor of TESOL Journal, guest-edited a special issue on multimodal composing for the Journal of Second Language Writing, and has served on the editorial review boards of the Journal of Second Language Writing, TESOL Quarterly, and Literacy Research and Instruction. As a former English teacher in public middle schools in South Korea, Yi has extensive experience working with English learners, pre-service teachers, and in-service teachers in the USA and Korea. Her research has been published in various journals including Applied Linguistics, TESOL Quarterly, Journal of Second Language Writing, CALICO, Foreign Language Annals, Canadian Modern Language Journal, and others.
Bibliographic Information
Book Title: Multimodal Composing in K-16 ESL and EFL Education
Book Subtitle: Multilingual Perspectives
Editors: Dong-shin Shin, Tony Cimasko, Youngjoo Yi
DOI: https://doi.org/10.1007/978-981-16-0530-7
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2021
Hardcover ISBN: 978-981-16-0529-1Published: 04 May 2021
Softcover ISBN: 978-981-16-0532-1Published: 05 May 2022
eBook ISBN: 978-981-16-0530-7Published: 03 May 2021
Edition Number: 1
Number of Pages: XXI, 207
Number of Illustrations: 3 b/w illustrations, 16 illustrations in colour
Topics: Language Education, Language Teaching, Applied Linguistics, Multilingualism, Literacy