Navigating Power and Identity: Multimodal Pedagogies and Collaborative Learning in Diverse Educational Contexts

Session Type: Paper Session

Abstract

This session explores how diverse learners and educators navigate power dynamics and identity construction in educational settings, based on five studies. Key themes include aged authority in peer interactions, gender representation in science textbooks, and the relational dynamics of literacy coaching. Additionally, the studies highlight the impact of multimodal and translanguaging (TL-TS) pedagogies in Content and Language Integrated Learning (CLIL) classrooms, particularly for English-as-an-additional-language (EAL) students, including those with special needs. Through multimodal analyses and innovative pedagogical frameworks, the research showcases how students and teachers use semiotic resources to challenge social norms, enhance learning, and promote inclusivity. The presentations underscore the importance of critical and collaborative approaches in creating equitable and transformative educational environments.

Sub Unit

• SIG-Semiotics in Education: Signs, Meanings and Multimodality

Chair

• Hannah Park, University of Wisconsin - Madison

Papers

• Gender Representation Analysis Using a Social Semiotic Framework in Chinese and U.S. Textbooks - Jialu Zhao, Stanford University; Shengyuan Liu, University of California - Irvine

• Relational, Multimodal Literacy Coaching Moves: A Multimodal Positioning Analysis of Literacy Coaching - Katarina N. Silvestri, SUNY - College at Cortland; Gillian E. Mertens, SUNY Cortland

• Spontaneous Teacher Collaboration in CLIL (Content and Language Integrated Learning) With Learner Diversity: A Dynamic Translanguaging and Trans-Semiotizing Perspective - Yiqi Liu, The Education University of Hong Kong; Angel Mei Yi Lin, The Education University of Hong Kong

• Content-and-Language-Integrated-Learning (CLIL) in English-Medium Nursing Education: Empowering EAL Students With the Translanguaging and Trans-Semiotizing Approach - Yiqi Liu, The Education University of Hong Kong

Discussant

• Hannah Park, University of Wisconsin - Madison