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Introduction: This article analyses parents' and children's attitudes toward the different literacy practices across three different contexts (at home, in a community project, and, indirectly, at school) and how they perceive the interaction between these practices and the development of competences in the Heritage Language (HL). We investigate the relevance of family and community, and how mainstream school influences the co-construction of literacy practices that affect the development of HL, while at the same time supporting the development of the majority language, and especially in broadening the understanding of the notion of language exposure. Methods: Semi structured interviews with parents and focus groups with children (aged 4-14) were carried out in Munich, Germany, between May 2018 and February 2020. Data from the verbal interactions, in a total of 12 h of recorded audio with the parents and 8h with the children, was transcribed and the excerpts were coded in Nvivo. In a first moment, a data and theory driven thematic analysis with open data coding was undertaken; subsequently, discourse analysis was used to analyze selected excerpts individually and reconstruct the meaning the participants were attaching to their literacy practices. Three thematic strands were identified. Results: We make the case that exposure to literacy practices in the majority language is interpreted and (re)appropriated by families and communities to support the development of complex and integrated literacy practices involving the different languages of children's repertoires. We shed light on how families construct bilingual input safe spaces at home, i.e., spaces where continuities between formal, informal and non-formal literacy practices in both German and Portuguese are assured. Discussion: The results bring a critical perspective on the ecology of literacy practices and highlight the added value of seeing those practices interconnected holistically from a co-developmental viewpoint. Such interconnectedness has a potential positive impact not only in children's HL but also in the majority language, and possibly in the languages learnt at school. [ABSTRACT FROM AUTHOR]

In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child's cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children's teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination. [ABSTRACT FROM AUTHOR]

The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problemsolving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers. Method: A mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants. Results: Simple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their postintervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the 'Anxiety and Lack of Multicultural Selfefficacy' factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants' records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants' deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process. Conclusion: This study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers' ethnocultural empathy and cognitive abilities when appraising the educational needs of lowliteracy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees' cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers. [ABSTRACT FROM AUTHOR]

Although research shows the importance of dialogue for learning, and that multiliteracies should be integrated into the classroom, there is little literature that brings together both perspectives. This article seeks to help fill this gap in the research, with the aim of identifying the types of interaction and the most commonly used didactic strategies from the point of view of multiliteracy pedagogy. The study is conducted in a rural multi-level school in the south of Chile, analyzing lessons in Language and Communication. The methodology employed is a case study that includes classroom observation and teacher interviews. The analysis used three complementary theoretical-methodological approaches: the productive dialogue inventory (Howe et al., 2019), the pedagogy of multiliteracies (Kalantzis & Cope, 2023) and the ideation system of Systemic Functional Linguistics (SFL) (Halliday, 1978). The results show that interaction occurs mostly through the traditional initiation-response-evaluation (IRE) pattern, which correlates in SFL with the types of processes (verbs) deployed and with a restricted use of the pedagogy of multiliteracies; in addition, a high frequency of the normative register is observed, at the expense of the instructional register. All of the above hinders greater orientation towards dialogue focused on learning. [ABSTRACT FROM AUTHOR]

In this study, the use of a popular mobile social networking platform (WeChat) is investigated for learning Chinese as a foreign language (CFL) in a beginners' course at an Australian university. Driven by practical considerations and major issues with previous literature, student engagement and authentic language used in a WeChat class group are investigated. Data was collected through weekly conversation episodes over a semester and from a student survey. Conversation episodes were analysed both quantitatively (by frequencies) and qualitatively (using a discourse approach). The study found that student engagement increased in frequency and complexity towards the end of the semester, and students used Chinese for various authentic purposes in the semi-formal context of class group chats. A microanalysis of transcripts illustrated how the use of Chinese in multilingual and multimodal practices achieved authentic social functions. However, individual differences were observed, and English was frequently used in chats. Recommendations are provided for scaffolding and for utilising different semiotic resources in dynamic group interactions. [ABSTRACT FROM AUTHOR]

This article discusses the promotion of multiliteracy in educational artifacts from the perspective of information design. In the current social context of multiple languages and media, there is a dialogue about the emerging presence of multimodal resources in school environments. From this perspective, the objective is to identify which of these are most present in Portuguese textbooks for the Second Cycle, adoptable for 2022/2023. The aim is also to indicate which characteristics contribute to the development of multiple literacy in children. The theoretical, interdisciplinary path between design and education is based on precepts about the modes of symbolization of graphic language, social semiotics, and multimodality in learning. The exploratory research in the collected textbooks made it possible to check the symbolic modes in 4,396 pages. The examples presented went through direct observation and description of the structural characteristics of the contents. As a result, the most present multimodal ecosystem, whether to represent process cycles, timelines, spatial or quantitative data, was the infographics. This, however, requires urgent investigations into its construction, analogue-to-digital relationship, and decoding with the target audience. [ABSTRACT FROM AUTHOR]

Purpose: By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods: This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings: A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners' literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs' reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value: As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child’s cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children’s teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination.

IntroductionThis article analyses parents' and children's attitudes toward the different literacy practices across three different contexts (at home, in a community project, and, indirectly, at school) and how they perceive the interaction between these practices and the development of competences in the Heritage Language (HL). We investigate the relevance of family and community, and how mainstream school influences the co-construction of literacy practices that affect the development of HL, while at the same time supporting the development of the majority language, and especially in broadening the understanding of the notion of language exposure.MethodsSemi structured interviews with parents and focus groups with children (aged 4–14) were carried out in Munich, Germany, between May 2018 and February 2020. Data from the verbal interactions, in a total of 12 h of recorded audio with the parents and 8h with the children, was transcribed and the excerpts were coded in Nvivo. In a first moment, a data and theory driven thematic analysis with open data coding was undertaken; subsequently, discourse analysis was used to analyze selected excerpts individually and reconstruct the meaning the participants were attaching to their literacy practices. Three thematic strands were identified.ResultsWe make the case that exposure to literacy practices in the majority language is interpreted and (re)appropriated by families and communities to support the development of complex and integrated literacy practices involving the different languages of children's repertoires. We shed light on how families construct bilingual input safe spaces at home, i.e., spaces where continuities between formal, informal and non-formal literacy practices in both German and Portuguese are assured.DiscussionThe results bring a critical perspective on the ecology of literacy practices and highlight the added value of seeing those practices interconnected holistically from a co-developmental viewpoint. Such interconnectedness has a potential positive impact not only in children's HL but also in the majority language, and possibly in the languages learnt at school.

The increasingly digital and multicultural 21st-century society requires future teachers to be prepared for the changes and challenges they may encounter. Not only language and digital competences, but critical-thinking and problem-solving skills are needed. Moreover, well developed socio-affective abilities, empathy among them, are also key when dealing with others. This is even more relevant when teachers are to work with a non-mainstream population, such as adult migrants with low literacy levels, and to design student-centered curricula or activities. Empathy is a multifaceted process involving, among others, perception, intellection, affect and other sensory aspects of the lived experience. It has been argued that the first-person perspective-taking involved in empathic engagement must necessarily involve rational computation and cognitively mediated processing. Training future teachers in the Pedagogy of Multiliteracies is a means to integrate multimodal digital instruction and aggregate cognitive as well as socio-emotional features to the education of future language teachers.MethodA mixed-method pre-post study was conducted with 48 trainee teachers who participated in stand-alone digital multiliteracy interventions, in which they were encouraged to envisage themselves as future teachers of low-literate migrants. Policy documents such as the reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants, journal articles, audiovisual resources as well as examples of existing educational materials aimed at the target audience, were made available to them on an online platform. In two separate studies, trainees were encouraged to collaboratively produce two different multimodal outputs. The Revised Scale of Ethnocultural Empathy was administered before and after the intervention, subjecting the data obtained to quantitative analysis. Qualitative data was also collected to gain a better understanding of the affective and cognitive processes experienced by the participants.ResultsSimple statistical analysis coupled with the comparison of means was used to respond to the research questions. Statistical hypothesis testing, including correlations and non-parametric statistics were used to analyze the relationship between each of the factors within the RSEE and the participants, considering the different interventions applied. Non-parametric tests (U-Mann Whitney) were used to compare the differences between the levels of ethnocultural empathy of the participants in the two studies. Significant differences were found in Factor 3 (Empathy) and Factor 5 (Anxiety) between the groups and their post-intervention results, with a p value of 0.053 and 0.038, respectively. The effect size r was calculated, obtaining a size effect of 0.625 for Factor 3 (Empathy) and 0.674 for Factor 5 (Anxiety). These results indicate that the significant differences and the size effect between both groups are large. U-Mann Whitney non-parametric analysis also revealed gender differences in Factor 3 (Empathy), showing females higher levels than males. Effect size r analysis showed a large size effect of 0.708 for Factor 3 (Empathy). The findings pertaining to gender-related differences in empathy levels confirm the conclusions drawn by previous studies. When contrasting study 1 and 2, statistical differences were also shown after the intervention for the ‘Anxiety and Lack of Multicultural Self-efficacy’ factor. The qualitative data analysis was carried out with Atlas.ti v.8, in order to isolate and categorize the broader themes and the most significant explanatory quotes extracted from the participants’ records and interviews. The results reveal the learning strategies that each group of learners applied to successfully complete the task at hand, as well as the participants’ deployment of their critical thinking skills and the awakening of a sense of awareness of their own professional competence development process.ConclusionThis study set out to compare how effective two digital multiliteracy interventions were in developing future language teachers’ ethnocultural empathy and cognitive abilities when appraising the educational needs of low-literacy migrants. Despite the small sample size, the study certainly adds to our understanding of the impact of multimodal tasks involving critical thinking skills on trainees’ cognitive and affective abilities. Besides, it expands the growing body of research that points to the desirability of embedding digitally-based content creation tasks in training curricula for future language teachers.

Рассматривается практика применения метода «исследование в действии» (action research) при решении исследовательских задач. На основании истории появления и развития метода «исследование в действии», анализа примеров его использования в научных трудах сформировано описание метода, а также принципы его применения, которыми можно руководствоваться при проведении педагогического исследования. Метод получил широкое распространение в англоязычных исследованиях, как и феномен мультиграмотности, однако поиск среди множества научных источников в открытых ресурсах показал, что он редко применяется в контексте отечественных педагогических исследований. Обосновывается использование метода «исследование в действии» при изучении феномена мультиграмотности как интегративной личной характеристики, необходимой для взаимодействия с текстами новой природы. С помощью применения представленного метода описаны умения мультиграмотного человека, формируемые при освоении соответствующего онлайн-курса. Изучение практики освоения мультиграмотности как нового для русскоязычного педагогического дискурса феномена было дополнено актуальными данными, получено наиболее полное представление обо всех этапах его реализации. Описанный в статье этап диссертационного исследования позволил решить одну из поставленных в нем задач. Автор приводит не только преимущества применения метода «исследование в действии», но и риски, которые могут возникнуть. Применение данного метода позволяет произвести анализ практических действий, ведущих к формированию научных положений педагогического исследования и внести вклад в методологию педагогики.

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Copyright of Izdihar: Journal of Arabic Language Teaching, Linguistics & Literature is the property of Universitas Muhammadiyah Malang and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to analyze the Arabic book for the 10th grade of Madrasah Aliyah, published by the Ministry of Religious Affairs of the Republic of Indonesia in 2020, based on the multiliteracy concept. The primary data source in this study is a 10th-grade Arabic textbook, whereas the secondary data is literature on the subject themes. The data analysis technique employs content analysis. The results reflect the context, which frequently refers to the situational context. The At Ta'am wa Sharāb chapter explores a natural science theme. The multimedia element includes both text and visual media. As for audio for listening learning, it is not yet in all chapters. As for the multicultural aspect, most of them contained Indonesian culture. There is one theme that contained Arab culture and one that contains American culture. Based on the analysis results, Arabic books are not optimal in containing the concept of multiliteracy.

The distribution of disinformation in online environments poses an increasing risk for pupils to be confronted with manipulated content. As a pedagogical strategy for schools, phenomenon-based learning (PhBL) is said to train a variety of required digital competences. This article aims to describe PhBL as practical teaching intervention to address disinformation in secondary schools. PhBL is a cross-curricular and subject-unspecific teaching intervention with a suggested duration of 8-12 teaching lessons and an appropriate age starting from 12/13 years. This investigation included that teacher organized project-oriented activities. The evaluation comprised semi-structured interviews with pupils (n=36) and their teachers (n=8) as well as video-based classroom observations in six classes with 107 pupils. The findings indicate that this teaching approach supported pupils to compare information sources, evaluate credibility indicators, and act criticaly as online consumers. After the intervention pupils said that they felt more sceptical of online and social media information.

This paper presents tools which can be used to measure multimodal literacy and metasemiotic awareness in students. The results are interesting within the context of multiliteracy development both in terms of the individual student over time or in comparison to other students within a specific course, as well as when comparing data from larger cohorts for example differences in level or orientation of education, age, regional, territorial, national and so on to see patterns or strengths and weaknesses in multimodal literacy within a wider perspective.

Copyright of Journal of Academic Library & Information Science is the property of Anhui University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a globalised world where cross-cultural communication is becoming increasingly important, the ability to communicate effectively in various contexts through spoken language is crucial. Multiliteracy enables individuals to communicate effectively and confidently in a variety of contexts, both within their own culture and across cultures. Digital storytelling utilises diverse modes of communication, promotes creativity and global communication, and integrates technology in the learning process, making it a valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy pedagogy elements are incorporated into English as a Foreign Language speaking class through digital storytelling. This is a pilot study in which thematic analysis is used to find the themes within four knowledge processes of multiliteracy pedagogy in digital storytelling activity. The findings show that through experience, the students can practise speaking in an authentic context, develop their language skills through conceptualising and analysing their stories, and receive feedback from peers and teachers. Therefore, digital storytelling achieves the purpose of representing all four elements of multiliteracy pedagogy, namely, situated practice, overt instruction, critical framing, and transformed practice which facilitate the growth of speaking proficiency. [ABSTRACT FROM AUTHOR]

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This article emerged from my study of three alternative-certification teachers, or teacher learners as they tried to enact culturally responsive practices while navigating their first year of teaching and taking graduate courses for initial certification. These teacher learners worked to develop their understanding and capacities to enact a culturally responsive pedagogy but found that standardization of content and conceptions of what constitutes "good students", appropriate classroom conduct, and micro-managed professional learning communities all created environments hostile to their attempts to develop as equity-minded educators and culturally responsive practitioners. However, their experiences changed once the COVID-19 pandemic closed these teacher learners' schools to in-person instruction and sent them home to instruct online for the remainder of the spring 2020 semester. Free from the constrictive macro-structures and socio-political contexts in their physical workplaces, their planning showed them employing more culturally responsive practices and considering those practices more deeply. Once outside the cultures of practice, formed around neoliberal conceptions of success and measuring learning, these teacher learners became the sole mediators of the conflicting knowledge sources of their jobs and their university methods courses. On their own they began to confront the ways educational institutions stubbornly cling to hegemonic concepts of their communities and valorize work centered on concepts of knowledge and ways of knowing that bear little resemblance to society's current reality. Away from the wider cultures of their schools during the COVID-19 lockdown and aided in mediating their own development using a dialogically structured lesson planning template inspired by—the Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)—the teacher learners focused their instruction on their students making both their students' learning and their own conceptions of CRP more real and their students' learning more equitable. [ABSTRACT FROM AUTHOR]

Currently, the world is facing the phenomenon of disruption in all fields that encourage digitalization, including the education system. Humans are required to be able to excel in competition and comparison in order to survive in competition. This causes complex problems in life that can no longer be solved with a monodisciplinary approach. So that in education it is necessary to integrate various fields of science so that students have useful knowledge and skills to face the era of disruption. Disruption encourages the digitalization of the education system. This can be seen from the shift in print literacy to multiliteracy. One of the consequences of these changes in relation to the education system is that students are required to be able to read and produce multimedia texts. It is not to be avoided but used for the advancement of education. The purpose of this study was to develop a model of Multiliteracy Integrative Learning (MULGRANING) in language learning. This type of research is development research using the Plomp (1997) Model which consists of three phases, namely the preliminary research phase; design phase; and assessment phase. This article will discuss the model design stage. The results of the study precised that the Multiliteracy Integrative Learning (MULGRANING) model consists of eight steps, namely experiencing, conceptualizing, analyzing, producing & creating, networking, applying, comparing, synthesizing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the influence of multiliteracy in opaque orthographies on phonological awareness. Using a visual rhyme judgement task in English, we assessed phonological processing in three multilingual and multiliterate populations who were distinguished by the transparency of the orthographies they can read in (N = 135; ages 18-40). The first group consisted of 45 multilinguals literate in English and a transparent Latin orthography like Malay; the second group consisted of 45 multilinguals literate in English and transparent orthographies like Malay and Arabic; and the third group consisted of 45 multilinguals literate in English, transparent orthographies, and Mandarin Chinese, an opaque orthography. Results showed that all groups had poorer performance in the two opaque conditions: rhyming pairs with different orthographic endings and non-rhyming pairs with similar orthographic endings, with the latter posing the greatest difficulty. Subjects whose languages consisted of half or more opaque orthographies performed significantly better than subjects who knew more transparent orthographies than opaque orthographies. The findings are consistent with past studies that used the visual rhyme judgement paradigm and suggest that literacy experience acquired over time relating to orthographic transparency may influence performance on phonological awareness tasks. [ABSTRACT FROM AUTHOR]

The ongoing pandemic has significantly transformed the educational landscape, necessitating the design of curricula that seamlessly integrate innovative technologies and pedagogies to support students in a multimodal world. As a result, teacher-training programs must prioritize the development of pedagogical and technological skills for new educators. This investigation explored the utilization of computer-based technology (CBT) by pre-service teachers during classroom instruction and its integration for promoting multiliteracy in science education. The study connected CBT applications to Gardner's multiple intelligences theory and employed the Multiliteracy Pedagogy framework to analyze the technology used, adhering to the 7Es instructional model. Employing case study research and observation methodologies, the study assessed pre-service science teachers' demonstrations.The findings revealed that pre-service science teachers incorporated CBTs into their instruction, addressing various intelligences. Examples of CBTs included digital interactive whiteboards, virtual laboratories, video sharing websites, presentation software, and online quiz platforms. Although these tools accommodated diverse learners, the integration of CBTs into contextualized and localized approaches remained limited. Consequently, the results highlight the necessity for systematic strategies that enable pre-service teachers to effectively incorporate CBTs into various learning experiences. Such approaches facilitate a smooth transition from training to professional practice and promote the consistent use of technology at all levels of education

This document is a corrigendum for an article titled "Ethnocultural empathy development of future language teachers through digital multiliteracy resources for low-literacy adult migrants." The corrigendum addresses an error in the funding statement of the original article, where information from one of the sources of funding was missing. The correct funding statement is provided, and the authors apologize for the error. The corrigendum does not affect the scientific conclusions of the article. [Extracted from the article]

This study investigated the influence of multiliteracy in opaque orthographies on phonological awareness. Using a visual rhyme judgement task in English, we assessed phonological processing in three multilingual and multiliterate populations who were distinguished by the transparency of the orthographies they can read in (N = 135; ages 18–40). The first group consisted of 45 multilinguals literate in English and a transparent Latin orthography like Malay; the second group consisted of 45 multilinguals literate in English and transparent orthographies like Malay and Arabic; and the third group consisted of 45 multilinguals literate in English, transparent orthographies, and Mandarin Chinese, an opaque orthography. Results showed that all groups had poorer performance in the two opaque conditions: rhyming pairs with different orthographic endings and non-rhyming pairs with similar orthographic endings, with the latter posing the greatest difficulty. Subjects whose languages consisted of half or more opaque orthographies performed significantly better than subjects who knew more transparent orthographies than opaque orthographies. The findings are consistent with past studies that used the visual rhyme judgement paradigm and suggest that literacy experience acquired over time relating to orthographic transparency may influence performance on phonological awareness tasks.

This paper analyzes the approach of the genre documentary in the Professor's notebook: guidelines for the production of the documentary genre, of the Portuguese Language Olympics, a textual production contest linked to the Writing the Future program, coordinated by the Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (Center of Studies and Education Research, Culture and Communitarian Action). The objective is to verify in which way the proposal of the Notebook, aimed at the didacticization of the documentary, can possibly the development of new (multi)literacy in a positive case, in which the mobilized strategies work. Therefore, theoretical contribution is sought in the studies of literacy, with emphasis on the methodological-theoretical discussions about multiliteracy and new (multi)literacy. The analysis shows that the Notebook, even though not methodologically systematized from a didactic sequence, such as the other genres of the contest, gives support so that the professor can, from the semiotics instrumentalization of the documentary, develop new (multi)literacy with their students. [ABSTRACT FROM AUTHOR]

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In addition to equipping students with knowledge, education also aims to provide various valuable skills in entering the 21st century today. One aspect that is the focus of educators and researchers is self-efficacy. The concept of self-efficacy is a concept related to the belief of each individual to achieve the expected goals. Self-efficacy is considered an essential role because it is related to students' academic performance. This study aims to determine the effect of the scientific multiliteracy learning model on students' self-efficacy. This study used a quasi-experimental design involving 30 students from class X at the high school level. The instrument used in this study was a self-efficacy questionnaire consisting of 6 aspects, namely: (1) conceptual understanding, (2) high-level cognitive, (3) laboratory practicum, (4) application in daily life, (5) science communication, and (6) scientific literacy. The data collected from the pretest and posttest questionnaires were analyzed quantitatively using SPSS version 20 software. The results showed a significant positive effect of the scientific multiliteracy learning model on increasing students' science self-efficacy at the high school level. [ABSTRACT FROM AUTHOR]

This article describes how Finnish health education teachers reflect on their views of multiliteracy and the instructional practices they used to implement it. Narrative interviews were conducted among eight junior high school and high school teachers. Nexus analysis was used to guide the analysis on the teachers' views and practices. The results indicate that the study participants considered the promotion of multiliteracy to be part of their work as a health education teacher and they implemented multiliteracy instruction in diverse ways, such as assigning information-seeking and production tasks, or by creating role-playing games. However, the study revealed tensions between need-based literacy teaching and curriculum-steered multiliteracy promotion as well as common and novel teaching practices. At its best, reflecting on these tensions can serve as a steppingstone toward professional change and development. [ABSTRACT FROM AUTHOR]

Today's educators should be well-aware of the world of the 21st century; a world that is characterised by a constant technological advancement, a fierce economic competition, a diversified digital village at the end of a fingertip, and unforeseen pandemics and crises. Teachers need to develop innovative methods to allow their learners to successfully cope with the requirements of the 21st century. At present, students are digitally-oriented in need of skills and competencies that empower them to smoothly understand and critically engage in dialogue with the world they live and work in. A vivid incarnation of the principles of multiliteracy approach is the edited book entitled Films, Graphic Novels and Visuals: Developing Multiliteracies in Foreign Language Education- An Interdisciplinary Approach by Daniela Elsner, Sissy Helff and Britta Viebrock.

This article emerged from my study of three alternative-certification teachers, or teacher learners as they tried to enact culturally responsive practices while navigating their first year of teaching and taking graduate courses for initial certification. These teacher learners worked to develop their understanding and capacities to enact a culturally responsive pedagogy but found that standardization of content and conceptions of what constitutes “good students”, appropriate classroom conduct, and micro-managed professional learning communities all created environments hostile to their attempts to develop as equity-minded educators and culturally responsive practitioners. However, their experiences changed once the COVID-19 pandemic closed these teacher learners’ schools to in-person instruction and sent them home to instruct online for the remainder of the spring 2020 semester. Free from the constrictive macro-structures and socio-political contexts in their physical workplaces, their planning showed them employing more culturally responsive practices and considering those practices more deeply. Once outside the cultures of practice, formed around neoliberal conceptions of success and measuring learning, these teacher learners became the sole mediators of the conflicting knowledge sources of their jobs and their university methods courses. On their own they began to confront the ways educational institutions stubbornly cling to hegemonic concepts of their communities and valorize work centered on concepts of knowledge and ways of knowing that bear little resemblance to society’s current reality. Away from the wider cultures of their schools during the COVID-19 lockdown and aided in mediating their own development using a dialogically structured lesson planning template inspired by—the Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT)—the teacher learners focused their instruction on their students making both their students’ learning and their own conceptions of CRP more real and their students’ learning more equitable.

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)