Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language Teaching
نویسندگان
چکیده
This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English an international school Hong Kong. Using the Action Learning Circle as guiding framework, this analysed Chinese one-year self-initiated exploration of multimodality with students different proficiency levels. Data analysis is unpacked through interview reflections three digital composition (DMC) projects that teacher designed to explore unique processes incorporating teaching. has filled multiple research gaps by being first look at DMC teacher-focused investigation. It also included more balanced focus on both visual video respond linguistic features language. Continuous professional learning strong institutional support are required fully embed education.
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ژورنال
عنوان ژورنال: International journal of computer-assisted language learning and teaching
سال: 2022
ISSN: ['2155-7098', '2155-7101']
DOI: https://doi.org/10.4018/ijcallt.298704