Transforming Learner's Participation and Fostering Excitement in an English Classroom: A Translingual and Multimodal Approach (Poster 4)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Multimodality, Technology, and Equitable Teaching Practices for Multilingual Learners

Abstract

This study explores the potential transformation of a South African grade one English First Additional Language (FAL) classroom through spontaneous translingual and multimodal pedagogical practices. Utilizing publicly available YouTube data featuring a grade 1 English FAL lesson, this study investigates the role of translanguaging and multimodality in student participation. Employing multimodal discourse analysis, the research captures the diverse semiotic resources used by teachers and learners for classroom participation. Ultimately, findings reveal teachers employing multimodality creatively, tapping into their everyday experiences and existing semiotic resources. The study also demonstrates that the English FAL lesson evolved into learner-centered, participatory, and agentive spaces, and fosters excitement, underpinned by educators' multimodal pedagogical practices.
Key words: English FAL, Semiotic repertoires, Trans-semiotizing, Translanguaging, Classroom Participation, multimodality

Authors

• Hala Salem, Pennsylvania State University

• Ahmad Ali Khalaf Ali, Pennsylvania State University

• Mfundo Jabulani Msimango, Pennsylvania State University