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Embedding Digital Literacies in English Language Teaching: Students' Digital Video Projects as Multimodal Ensembles

Hafner, Christoph A.

TESOL quarterly, 2014-12, Vol.48 (4), p.655-685 [Revista revisada por pares]

Malden: Blackwell Publishing Ltd

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Embedding Digital Literacies in English Language Teaching: Students' Digital Video Projects as Multimodal Ensembles
Autor: Hafner, Christoph A.
Materias: Academic learning ; Audience Awareness ; Audiences ; Blogs ; College students ; Computer Assisted Instruction ; Computer assisted language learning ; Course Descriptions ; Digital literacy ; Digital video ; Documentaries ; Documentary films ; Educational activities ; Electronic Publishing ; English ; English (Second Language) ; English as a second language ; English as a second language instruction ; English for Science and Technology ; English for Special Purposes ; English Instruction ; Foreign Countries ; Hong Kong ; Interviews ; Laboratory Experiments ; Language ; Language Role ; Literacy ; Multidisciplinary practices ; Multimodality ; Scientific Research ; Second Language Learning ; Semiotics ; Specialists ; Student Attitudes ; Undergraduate Study ; Video Technology ; Writing instruction
Es parte de: TESOL quarterly, 2014-12, Vol.48 (4), p.655-685
Notas: istex:83479F23C5D65995F746CD6375594D22F979DC7A
ArticleID:TESQ138
Hong Kong University Grants Committee
ark:/67375/WNG-LP271MK3-V
Descripción: As a result of recent developments in digital technologies, new genres as well as new contexts for communication are emerging. In view of these developments, this article argues that the scope of English language teaching be expanded beyond the traditional focus on speech and writing to the production of multimodal ensembles, drawing on a range of other semiotic modes. The article describes an undergraduate course in English for science at a university in Hong Kong, which incorporated elements of digital literacies. Students were engaged in a project to conduct a simple scientific experiment, reporting their findings (1) as a multimodal scientific documentary, shared through YouTube with a general audience of nonspecialists, and (2) as a written lab report aimed at a specialist audience. This article focuses on the multimodal scientific documentaries created by students and evaluates their potential in terms of language learning by drawing on data from student interviews, student comments on a course blog, and the students' documentaries themselves. The analysis shows that students met the challenge of writing for an authentic audience by combining a range of modes (with language playing an important role) to develop an effective rhetorical "hook" and appropriate discoursal identity in their efforts to appeal to their audience.
Editor: Malden: Blackwell Publishing Ltd
Idioma: Inglés

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Embedding Digital Literacies in English Language Teaching: Students' Digital Video Projects as Multimodal Ensembles

Hafner, Christoph A.

Malden: Blackwell Publishing Ltd

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