Search

The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.

Through the description of two (notably different) research programs dedicated to the inclusion of Oceanian languages in New Caledonia’s diglossic context, the aim of this paper is to study the processes and implications of co-development when it comes to building knowledge. This comparison raises and enlightens many epistemological and ethical questions. We believe action research in education should be built as in cooperative approach gathering teachers in training, practicing teachers and researchers from various disciplinary fields. However, the relationship between research teams and teachers is still fragile (Nusbaum, 2008: 127). In addition, research implies an act of power as it constructs social realities and legitimizes them through scientific popularisation (Heller 2002) sometimes without everyone’s consent. Action research that integrates interventions seems more efficient to us on both ethical values and the construction of knowledge.

As digital communication has been challenging traditional monomodality, and as tourist offer has been increasing over the last decades, the language of tourist promotion in the Web has progressively been evolving into a multilayered and multiliteracy model, bridging verbal and visual language in a new semiotic integration code, which includes impactful, highly persuasive mass and multimedia products, such as tourist promotion websites. As a consequence, LSP students are nowadays confronted with increasingly complex semiotic artefacts. The pedagogical significance of multimodal analysis to the work/practice of learners/teachers of LSP, tourism discourse and Web communication thus comes into focus. This paper addresses the mixed-media strategies constructing the LEGOLAND theme park website as a recreational destination on the Web as a significant case study for multiliteracy communication. Drawing from the metafunctions (i.e., ideational, interactional, textual) of Systemic Functional Grammar, from socio-semiotic multiliteracy analysis, and from multimodal genre analysis of tourism and communication discourse, the paper will investigate the textual/visual strategies through which audience engagement is created in the LEGOLAND website. In particular, at the ideational level, the paper will analyse the key role played by the representation of informative meanings in the website’s promotional purposes; at the interactional level, the metadiscursive strategies maximizing audience involvement will be investigated; and at the textual level, the thematic structure and Information Unit patterning of the LEGOLAND website will be explored, in order to examine the specialzed meaning-making resources which should be made accessible to tourism and communication discourse learners.

The aim of this paperis to analyse video as an instrument of motivation in the foreign language class, considering that motivation is very important in language learning. The hypothesis is that video enhances students’ motivation in the classroom. The research is qualitative and the theoretical framework is based on John Keller’s ARCS model, on Kress e van Leeuwen’s Visual Grammar and on the concepts of multiliteracy of The New London Group. In order to collect the data, the following methodology was used: in the first moment, the students watched a video from YouTube; and in the second moment, they produced their own video and posted it on YouTube. The data analysis showed that the use of video enhances students’ motivation in foreign language learning.

Educational policy is an emerging area of the interdisciplinary research in educational science. This article is focused on a specific topic related to competence pedagogy and includes a critical analysis of the relationships among concepts and their definitions. The aim of the article is to present a literature reviews of what has been publishing by UNESCO and European Commission related to educational policy in order the prove the hierarchy of educational policies. The main objectives of the article are to convey to the reader what ideas have been established on the topic of educational policy and what their strengths and weaknesses are. The research issue: What is an educational policy in European context? is solved through a synthesis of a set of summaries of what is and what is not known in the interdisciplinary area of educational policy. The controversies rely on reality and norms of competence pedagogy.