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Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing

Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media,... Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting.Design/methodology/approachThe paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis.FindingsUsing illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work.Originality/valueThis paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png English Teaching: Practice & Critique Emerald Publishing

Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1175-8708
DOI
10.1108/etpc-07-2020-0082
Publisher site
See Article on Publisher Site

Abstract

Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting.Design/methodology/approachThe paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis.FindingsUsing illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work.Originality/valueThis paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices.

Journal

English Teaching: Practice & CritiqueEmerald Publishing

Published: Jul 20, 2021

Keywords: Media; Literacy teaching; New literacies; Literacy

References