ORCID Profile
0000-0002-0747-4044
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Publisher: John Benjamins Publishing Company
Date: 2009
Publisher: Routledge
Date: 07-04-2017
Publisher: TESL Canada Federation
Date: 20-06-2007
Abstract: This article presents an autoethnographical account of my foray into Spanish immersion education in Costa Rica as a professor of multilingual education at a university in Canada. This language-learning journey was inspired by curiosity about the growing trend for Internet marketing of second-language learning as a form of tourism, which I label edu-tourism. I map the course of my edu-tourism experience, contemplating second-language learning in a local context, describing professionalism in private language teaching institutes, comparing pedagogical practice across various Spanish-as-a-second-language teachers, and documenting my experiential sociopragmatic acquisition of textbook Spanish.
Publisher: University of Alberta Libraries
Date: 03-08-2017
DOI: 10.20360/G2M952
Abstract: This paper argues for the need to postmodernize literacy education for civic engagement in an emerging new world order where humans are globally-connected in an invisible digital dimension, yet physically dispersed in greater degrees of complexity. The paper summarizes a university-school collaborative learning community’s evolving playbook on experimental multimodal and plurilingual language and literacy education, and illustrates project-based learning, inclusion of children’s linguistic and cultural knowledge in classroom learning, immersive ludic activities, collaborative problem-solving, and agentive participation in an elementary school classroom project.
Publisher: Cambridge University Press (CUP)
Date: 03-2011
DOI: 10.1017/S0267190511000110
Abstract: Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners. This article has two purposes: The first is to give an overview of the concept of multimodal literacies, which utilize erse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms (Cope & Kalantzis, 2009a). Since the New London Group's manifesto on multiliteracies in 1996, which merged language and literacy education agendas in L2 teaching, language arts, media literacy, and cultural studies, new basics have developed that apply to all classrooms and all learners. Second, this article reviews and reports on innovative pedagogical approaches to multimodal literacies involving L2 learners. These are grounded theoretically (Cope & Kalantzis, 2009a, 2009b Kress, 2003, 2010 New London Group, 1996) and epistemologically (de Castell & Jenson, 2003 Gee, 2009, 2010 Kellner, 2004 Lankshear & Knobel, 2003, 2006).
Publisher: University of Ottawa Library
Date: 15-03-2022
DOI: 10.18192/OLBIJ.V11I1.6179
Abstract: The New London Group’s 1996 manifesto was a clarion call to educational researchers to fundamentally redesign language and literacy education for the needs of global learners communicating in evolving digital media environments. In this conceptual overview, the “how”, “what” and “why” of multiliteracies are critically re examined from the perspective of mobile digital language learning in posthumanist media ecologies, with attention drawn to paradigm shifts in language, technology, multimodality and context. We argue that Web 3.0 environments, AI and rapidly emerging algorithmic cultures have outpaced earlier critical theorizations of multiliteracies and digitally mediated learning practices as well as meaningful implementation of multiliteracies pedagogies in schools. We then reconsider the affordances and constraints of Web 3.0 tools for multilingual lurilingual language learning, and sketch pathways for critical and productive engagements with mobile devices and multiliteracies pedagogies that reframe and advance the important critical work of the New London Group.
Publisher: Informa UK Limited
Date: 06-2001
Publisher: Informa UK Limited
Date: 10-1996
Publisher: Routledge
Date: 05-07-2019
Publisher: University of Toronto Press Inc. (UTPress)
Date: 03-2007
Publisher: Wiley
Date: 16-08-2013
DOI: 10.1002/TESQ.117
Publisher: Wiley
Date: 12-2002
Publisher: Cambridge University Press (CUP)
Date: 11-2004
DOI: 10.1017/S0958344004000527
Abstract: Rapid changes in language form and function occurring in digital environments present teachers and students of second languages alike with conundrums as to language and discourse standards. Factors affecting the changes that are emerging in digital English include the spatial and temporal possibilities and constraints of the medium, digital facilitation of case-creativity and iconic incorporation, and new social network configurations. This paper analyzes evolving changes in orthographic, syntactic, discourse and sociocultural conventions occurring in English and Chinese in digital environments, based on a small scale study conducted at York University in 2002–2003, noting trends across these languages as well as more limited, culturally and linguistically specific evolutions. The converging conventional changes occurring in these two major world languages suggest that similar transitions are happening generally in languages used for online communication, which has serious implications for second language instruction.
Publisher: Springer International Publishing
Date: 15-10-2020
DOI: 10.1007/978-3-030-49679-1_7
Abstract: Linguistic communication has moved beyond simple alphabetic encoding to multimedia design, challenging the fit of structural theories of language to digital communication. This transition is barely evident in mobile language learning contexts where top-selling apps present language as a linguistic structure to be drilled, ironically bypassing the complex communicative potential of smart devices. This chapter overviews changing language norms from language as structure to language within multimodality and comparatively discusses multimodality from a social semiotics paradigm nested in linguistic theory and from Elleström’s intermediality paradigm. To illustrate how one could conceptualize multimodality from a perspective decentred from linguistics and leveraged to explain language use in multimedia contexts, the author examines two novel features of digital communication: emoji and conversational digital agents .
Publisher: Springer International Publishing
Date: 2017
Publisher: Informa UK Limited
Date: 04-2010
Publisher: Elsevier BV
Date: 10-2020
Publisher: Springer-Verlag
Date: 2008
Publisher: SAGE Publications
Date: 2009
Publisher: University of Alberta Libraries
Date: 21-07-2010
DOI: 10.21432/T2688N
Abstract: This paper outlines a case study conducted in two public schools in the greater Toronto area as a complementary component of a multisite experimental study exploring educational game development as a learning activity for motivating and engaging students in curriculum-related literacy activities (Owston et al., 2007). Researchers studied children creating and playing four online board games based on grade 4 geography content, viz., Tic-tac-toe, Trivial Pursuit, Snakes and Ladders, and Mother Goose. The schools shared similar positive orientations to technologically focused learning and good technological resources, but they had different institutional histories of implementing computers in curricular learning. Technological equipment was approached, accessed and utilized quite differently in each class, affecting pedagogical practices and learning experiences. Though improvements to traditional literacy learning were found to be limited to improved logical sentence structure (Owston et al., 2007), game development did allow students to build digital literacy skills, including computer literacy and typing skills. Moreover, the project enabled participating teachers to think about profitably incorporating online board game production in broad-based curricular learning. Résumé :Cet article présente une étude de cas menée dans deux écoles publiques de la grande région de Toronto en complément d’une étude expérimentale multisite visant à explorer la conception de jeux éducatifs en tant qu’activité d’apprentissage pour stimuler la motivation et l’engagement des élèves dans des activités de lecture et d’écriture liées au curriculum (Owston et al., 2007). Les chercheurs ont étudié les enfants lors de la création puis de l’utilisation de quatre jeux de plateau en ligne axés sur la matière de 4e année en géographie. Les élèves ont réalisé une version des jeux de Tic-Tac-Toe, de Quelques arpents de pièges, de Serpents et échelles et de Ma mère l’Oie. Les écoles partageaient les mêmes orientations positives en faveur de l’apprentissage axé sur la technologie et l’utilisation de bonnes ressources technologiques, mais elles différaient quant à leurs antécédents institutionnels de mise en œuvre de l’utilisation des ordinateurs dans l’apprentissage du curriculum. L’approche adoptée, l’accès à l’équipement technologique ainsi que son utilisation variaient de manière significative selon les classes, ce qui a influencé les pratiques pédagogiques et les expériences d’apprentissage. Malgré le fait que les améliorations observées par rapport à l’apprentissage de la lecture et de l’écriture au moyen de méthodes traditionnelles se soient limitées à l’amélioration des structures de phrase logiques (Owston et al., 2007), la création de jeux a permis aux élèves d’acquérir des compétences en littératie numérique, y compris des connaissances en informatique et en dactylographie. En outre, le projet a permis aux enseignants participants de réfléchir à la possibilité d’intégrer de manière profitable la création de jeux de plateau en ligne au sein de l’apprentissage du curriculum en général.
Publisher: Oxford University Press (OUP)
Date: 2004
DOI: 10.1093/ELT/58.1.78
Publisher: Informa UK Limited
Date: 02-2009
Publisher: APESC - Associacao Pro-Ensino em Santa Cruz do Sul
Date: 03-01-2019
DOI: 10.17058/SIGNO.V44I79.12866
Abstract: Toronto, no Canadá, é uma das cidades mais multiculturais do mundo. Suas escolas públicas costumam receber alunos de diferentes nacionalidades, ascendências, etnias, religiões e culturas, o que pode dificultar bastante os processos de ensino e aprendizagem. Nesta entrevista, as duas especialistas canadenses falam da produtiva parceria que estabeleceram, durante cerca de 10 anos, com objetivo de melhorar o ensino na Joyce Public School, escola situada no noroeste da cidade, na região de York. Com isso demonstram a importância do trabalho conjunto entre os especialistas das universidades e os professores da escola pública. Quem mais ganhou com essa pesquisa foram os professores e os alunos. Heather Lotherington é professora, pesquisadora e diretora associada da Faculdade de Educação da York University, em Toronto, Canadá. É ph. D. em Educação pela University of Toronto. Seus interesses de pesquisa são o ensino/aprendizagem de línguas, mediado pela tecnologia, em ambiente multicultural e multilinguístico. Em sua produção acadêmica, em meio a muitos artigos e papers, destacam-se os livros: Pedagogy of Multiliteracies: Rewriting Goldilocks (Pedagogia dos Multiletramentos: reescrevendo Goldilocks) (Routlege, 2011) e Teaching Young Learners in a Super erse World: Multimodal Approaches and Perspectives (Ensinando jovens aprendizes em um mundo super erso: abordagens multimodais e perspectivas) (Routledge, 2017), co-editado com Cheryl Paige. Os dois livros constituem a apresentação dos resultados da pesquisa-ação colaborativa realizada na Joyce Public School. Cheryl Paige é mestre em Educação pela University of Toronto, foi diretora da Joyce Public School e atualmente é consultora de Tecnologia Educacional no Toronto District School Board.
Publisher: TESL Canada Federation
Date: 14-01-2023
DOI: 10.18806/TESL.V39.I1/1375
Abstract: This article discusses a 2021 survey of French as a second language (FSL) teacher candidates (TCs) in Faculties of Education in Ontario whose practice teaching experiences were affected by the COVID-19 pandemic, pivoting them into remote FSL teaching and learning. The survey, which formed a component of a larger mixed method SSHRC-funded research project1, was designed to capture the varied practice teaching experiences of FSL teacher candidates in order to ascertain symmetries and asymmetries in their preferred digital practices, devices and tools for social communication, and for French language teaching and learning. Survey respondents (N=17) from different teacher education programs in universities across Ontario provided a picture of scattered and fragmented approaches to FSL digital pedagogies and hinted at a persistent reliance on traditional FSL pedagogies in the classroom. Digital preferences for teaching and learning were, interestingly, not parallel, and were anchored in common educational tools and platforms that reaffirmed teacher-centred approaches to FSL rather than more innovative, learner-centred, and agentive language teaching and learning. The survey results raise an important question: Has FSL teacher education adequately moved with the communicative changes wrought by socio-technical change and related pedagogical innovations?
Publisher: Springer US
Publisher: IGI Global
Date: 2008
DOI: 10.4018/978-1-59904-970-0.CH018
Abstract: Contemporary conceptualizations of literacy as socially and culturally situated practice must be framed in our digitally-mediated, glocalized societies where networked communication technologies have created innovative texts opening up new literacies and demanding new pedagogies. This chapter discusses a Toronto-based program of collaborative school-university action research that aims to develop a pedagogy of multiliteracies in an urban elementary school. The project engaging our research collective is about guiding children to rewrite traditional children’s stories as in idualized digital narratives that enfold their cultural understandings and community languages. Situated within current epistemological questions about what it means to become a literate person in the 21st century, our project responds to reciprocal educational challenges: How can we facilitate the acquisition of relevant literacies for contemporary children experiencing ergent home, school, community and societal practices? How can we redesign curricula and assessment to be socially responsive and responsible?
Publisher: TESL Canada Federation
Date: 26-10-1987
Publisher: Multilingual Matters
Date: 31-12-2012
Publisher: Springer US
Publisher: Walter de Gruyter GmbH
Date: 2005
Publisher: University of Toronto Press Inc. (UTPress)
Date: 03-2002
Publisher: University of Toronto Press Inc. (UTPress)
Date: 09-2008
Abstract: Abstract: At Joyce Public School (JPS) in the Greater Toronto Area, we are engaged in ongoing collaborative action research to develop pedagogical approaches to emergent literacies that engage multilingual, multicultural, and multimodal perspectives in complex interplay. Our research is grounded in the challenges children experience in acquiring literacy across home, school, community, and societal contexts in a culturally and linguistically erse urban setting, given limited curricular opportunities for involving multiple languages in literacy education. Our research involves collaboratively designed classroom-based narrative projects that productively entwine multilingualism, English language discovery, and digital technologies in elementary literacy instruction. This article provides first-person perspectives on and an analytical discussion of the emerging pedagogies of three primary-grade teachers involved in our collaborative multiliteracies research who successfully engage multilingualism in English language and literacy education.
Publisher: Frontiers Media SA
Date: 03-12-2020
DOI: 10.3389/FMARS.2020.594636
Abstract: Determining the geographic range of widely dispersed or migratory marine organisms is notoriously difficult, often requiring considerable costs and typically extensive tagging or exploration programs. While these approaches are accurate and can reveal important information on the species, they are usually conducted on only a small number of in iduals and can take years to produce relevant results, so alternative approaches may be preferable. The presence of latitudinal gradients in stable carbon isotope compositions of marine phytoplankton offers a means to quickly determine likely geographic population ranges of species that rely on productivity from these resources. Across sufficiently large spatial and temporal scales, the stable carbon isotopes of large coastal or pelagic marine species should reflect broad geographic patterns of resource use, and could be used to infer geographic ranges of marine populations. Using two methods, one based on a global mechanistic model and the other on targeted low-cost latitudinal s ling of fishes, we demonstrate and compare these stable isotope approaches to determine the core population geography of an apex predator, the great hammerhead ( Sphyrna mokarran ). Both methods indicated similar geographic ranges and suggested that S. mokarran recorded in south-eastern Australia are likely to be from more northern Australian waters. These approaches could be replicated in other areas where coastlines span predictable geographic gradients in isotope values and be used to determine the core population geography of highly mobile species to inform management decisions.
Publisher: Routledge
Date: 07-04-2017
Publisher: UNP - Nebraska Paperback
Publisher: University of Toronto Press Inc. (UTPress)
Date: 12-2001
Publisher: Multilingual Matters
Date: 31-12-2003
Publisher: Routledge
Date: 23-04-2012
Publisher: McGill-Queen's University Press
Date: 20-08-2020
Publisher: Walter de Gruyter GmbH
Date: 26-11-2019
Abstract: In recent years there has been increased academic and professional interest and awareness in approaches to English language teaching (ELT) that take a plurilingual approach. This is often combined with a multimodal stance. The outcome of this combination is an approach to English language teaching that integrates multiple languages and multiple semiotic resources. This paper examines how a plurilingual approach to ELT can be viewed through a multimodal lens by analyzing the construction of a plurilingual talking book created as a student project in an elementary public school. The analysis uses multimodal analysis software to map the interaction of languages and images, in order to determine how these function as meaning-making resources in a multimodal, multiple-language text created by linguistically erse students with high ELT needs. The findings indicate how combinations of different semiotic resources work together to create meaning, delineates the role of English in meaning-making, and illustrates the children’s multilingual interactions in the creation of their collaboratively composed multimodal talking book.
Publisher: TESL Canada Federation
Date: 10-2004
Abstract: Over the last 15 years, the rapid development of information and communication technologies (ICT) has facilitated a revolution in how we use language. Online environments have facilitated creative and variable spelling using code hybridization and stylistic use of mechanical conventions such as punctuation and capitalization, lexical coinages, new genres and conversational shapes, new social networks, and digital identities. The traditional four-skills paradigm of text-based grammar study framing English-language teaching curricula no longer adequately describes language and literacies in the Information Era. This article examines changing language conventions in English used in online environments, theorizing directions for new and variable language conventions. The article makes the case that understanding relative language standards in digital environments is essential for teaching and testing appropriate and contemporary English language literacies.
Publisher: California Digital Library (CDL)
Date: 11-05-2018
DOI: 10.5070/L210235576
Publisher: TESL Canada Federation
Date: 14-01-2023
Publisher: Wiley
Date: 11-2006
DOI: 10.1598/RT.60.3.4
Publisher: Routledge
Date: 07-04-2017
Publisher: Routledge
Date: 07-04-2017
Publisher: Springer Netherlands
Date: 1997
Publisher: Routledge
Date: 07-04-2017
Publisher: Elsevier BV
Date: 12-2003
Publisher: SAGE Publications
Date: 2009
DOI: 10.2304/ELEA.2009.6.3.274
Abstract: This article uses a comic program to graphically summarize a collaborative action research project that brings together York University researchers and elementary school teachers at Joyce Public School in northwest Toronto to experimentally develop multiliteracies pedagogies in a context of emergent literacy education. The project, which has been continuously developing since 2003, searches for ways of socializing both children and teachers into new literacies in the primary and junior grades from a grassroots perspective that operates within the constraints of the modern political machinery that organizes formal education. The teacher-researchers who work in this community of practice carve out preferred trajectories for new literacies action research through narrative projects, focusing on perspectives such as playing with the myriad junctures between and across alphabetic page and iconic screen creating dynamic textual representations including community languages towards globally focused linguistic learning and creating multiple representations of a narrative thread across language, genre, and culture. We work collaboratively to bridge theory and practice using a blended model that includes regular face-to-face workshops. Now an online workspace, and in its seventh year of consecutive funding, the project is moving into ludic approaches to multimodal literacy education through gaming.
Publisher: Informa UK Limited
Date: 1998
Publisher: Walter de Gruyter GmbH
Date: 2005
Publisher: SAGE Publications
Date: 02-03-2020
Publisher: Informa UK Limited
Date: 05-2008
Publisher: Informa UK Limited
Date: 12-2008
DOI: 10.2167/IJM084.0
Location: United Kingdom of Great Britain and Northern Ireland
Location: Canada
Start Date: 2005
End Date: 2008
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 2008
End Date: 2011
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 2019
End Date: 2022
Funder: Social Sciences and Humanities Research Council of Canada
View Funded ActivityStart Date: 2001
End Date: 2002
Funder: Social Sciences and Humanities Research Council of Canada
View Funded Activity