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Sociocultural Affordances of Using a Musical/Multimodal/Multilingual Approach in a Puerto Rican/Transnational Composition Classroom
- Author(s):
- Karrieann Soto Vega (see profile)
- Date:
- 2015
- Group(s):
- Music
- Subject(s):
- Mass media--Study and teaching, Musicology, Translating and interpreting
- Item Type:
- Article
- Tag(s):
- multilingualism, multimodal, music, transcultural writing, transnational, Composition, Media studies, Translation
- Permanent URL:
- http://dx.doi.org/10.17613/M69P63
- Abstract:
- This article presents the results of implementing a musical/multimodal/multilingual pedagogical approach to foster literacy practices in an ESL composition classroom at the University of Puerto Rico-Mayagüez Campus. Based on the students’ written reflections, multimodal texts, and subsequent interviews, this qualitative research study highlights the sociocultural affordances of engaging students in multimodal interpretation of music and music videos, as well as encouraging student production of multimodal texts, while shuttling between languages. Following A. Suresh Canagarajah (2001), if we adopt a negotiation model with multilingual writers, “rather than treating writers as passive, conditioned by their language and culture, we would treat them as agentive, shuttling creatively between discourses to achieve their communicative objectives” (161). This study also joins others who have explored sound’s potential in composing multimodal products (McKee, 2006; Shipka, 2006) but follows a broader conception of multimodal literacy (Jewitt & Kress, 2003) and multimodal discourse (Kress & Van Leeuwen, 2004). Coupling a multimodal teaching approach with multilingual considerations provides students with a space for careful reflection of sociocultural issues within a transnational academic writing setting.
- Metadata:
- xml
- Published as:
- Journal article
- Status:
- Published
- Last Updated:
- 7 years ago
- License:
- All Rights Reserved
jogltep-article.pdf