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Author: Maria Grazia Sindoni
Publisher: Cambridge University Press
ISBN: 1009286935
Category : Language Arts & Disciplines
Languages : en
Pages : 164
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Book Description
This Element presents and critically discusses video-mediated communication by combining theories and empirical methods of multimodal studies and translanguaging. Since Covid-19 gained momentum, video-based interactions have become more and more ingrained in private and public lives and to the point of being fully incorporated in a wide range of community practices in personal, work and educational environments. The meaning making of video communication results from the complex, situationally based and culturally influenced and interlaced components of different semiotic resources and practices. These include the use of speech, writing, translingual practices, gaze behaviour, proxemics and kinesics patterns, as well as forms of embodied interaction. The Element aims at unpacking these resources and at interpreting how they make meanings to improve and encourage active and responsible participation in the current digital scenarios.
Author: Maria Grazia Sindoni
Publisher: Cambridge University Press
ISBN: 1009286935
Category : Language Arts & Disciplines
Languages : en
Pages : 164
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Book Description
This Element presents and critically discusses video-mediated communication by combining theories and empirical methods of multimodal studies and translanguaging. Since Covid-19 gained momentum, video-based interactions have become more and more ingrained in private and public lives and to the point of being fully incorporated in a wide range of community practices in personal, work and educational environments. The meaning making of video communication results from the complex, situationally based and culturally influenced and interlaced components of different semiotic resources and practices. These include the use of speech, writing, translingual practices, gaze behaviour, proxemics and kinesics patterns, as well as forms of embodied interaction. The Element aims at unpacking these resources and at interpreting how they make meanings to improve and encourage active and responsible participation in the current digital scenarios.
Author: Raúl Alberto Mora
Publisher: Taylor & Francis
ISBN: 1040002730
Category : Education
Languages : en
Pages : 178
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Book Description
This volume provides six distinct frameworks for integrating translanguaging and multimodality as pedagogical possibilities in today’s classrooms and beyond. It brings the two constructs together in investigating the language and literacy experiences of multilingual learners across a range of sociocultural and educational contexts. The book features contributions from scholars across the Global North and Global South who embrace the importance of validating scholarly experiences from the Global South as a way to transcend geographical boundaries in creating more equitable knowledge spaces. The contributing authors share their innovative theoretical and methodological orientations to translanguaging and multimodality, informed by their considerable expertise as scholars and educators. They address conceptual questions such as issues related to cultural flow, civic and professional identities, entanglement, materiality, “first-order languaging,” and raciolinguistic ideologies. Each chapter deals with these questions through integrated and innovative analyses of empirical evidence in: Chinese word instruction, teacher professional development, multimodal composition, online language tutoring, and online teaching videos in Global South societies or transnational interactions. Together, the chapters push against normative theoretical and applied boundaries to help us envision new dynamic intersections of translanguaging and multimodality for today's classrooms and societies. Provocative and disruptive, this book explores the possibilities of mixing and remixing definitions, epistemological standpoints, and methodological options and shows the continuing growth found in translanguaging and multimodality research worldwide. It will be a key resource for practitioners, researchers, and scholars of education and pedagogy, bilingual education, language and literacy education, applied linguistics, literacy studies, and language arts. It was originally published as a special issue of Pedagogies: An International Journal.
Author: Sigrid Norris
Publisher: Routledge
ISBN: 1134333870
Category : Foreign Language Study
Languages : en
Pages : 190
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Book Description
A practical guide to understanding and investigating the multiple modes of communication, verbal and non-verbal. Sets out clear methodology to help readers conduct their own analysis and includes many real examples.
Author: Pentti Haddington
Publisher: Walter de Gruyter
ISBN: 3110291274
Category : Language Arts & Disciplines
Languages : en
Pages : 444
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Book Description
How do people interact when they are on the move? How do people interact in order to be mobile? How do people coordinate the mobility of others? How does mobility feature in social interaction? ‘Multimodal interaction’ and ‘mobility’ are of increasing interest to scholars across disciplines. Interaction and mobility is the first book to study these aspects comprehensively. It provides cutting-edge research by international scholars who use video-recordings of real-life everyday interactions for studying in close detail human social interaction in such diverse multimodal settings as airplanes, cars, traffic control centres, dance schools, museums and other public places, and as part of such activities as instructing, navigating, identifying an enemy on the battlefield, organising a meeting, playing videogames, shopping, performing and dancing. Together, these studies highlight features of social interaction, including language, embodied conduct, and spatial and material orientation, for being mobile, for interacting on the move, so that mobility becomes a ubiquitous feature of our lives. This book is a valuable resource to anyone interested in multimodal interaction and mobility.
Author: Björn Granström
Publisher: Springer Science & Business Media
ISBN: 9401723672
Category : Computers
Languages : en
Pages : 264
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Book Description
This book is based on contributions to the Seventh European Summer School on Language and Speech Communication that was held at KTH in Stockholm, Sweden, in July of 1999 under the auspices of the European Language and Speech Network (ELSNET). The topic of the summer school was "Multimodality in Language and Speech Systems" (MiLaSS). The issue of multimodality in interpersonal, face-to-face communication has been an important research topic for a number of years. With the increasing sophistication of computer-based interactive systems using language and speech, the topic of multimodal interaction has received renewed interest both in terms of human-human interaction and human-machine interaction. Nine lecturers contri buted to the summer school with courses on specialized topics ranging from the technology and science of creating talking faces to human-human communication, which is mediated by computer for the handicapped. Eight of the nine lecturers are represented in this book. The summer school attracted more than 60 participants from Europe, Asia and North America representing not only graduate students but also senior researchers from both academia and industry.
Author: Angel D. Sappa
Publisher: Springer Science & Business Media
ISBN: 3642359329
Category : Technology & Engineering
Languages : en
Pages : 209
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Book Description
Traditional Pattern Recognition (PR) and Computer Vision (CV) technologies have mainly focused on full automation, even though full automation often proves elusive or unnatural in many applications, where the technology is expected to assist rather than replace the human agents. However, not all the problems can be automatically solved being the human interaction the only way to tackle those applications. Recently, multimodal human interaction has become an important field of increasing interest in the research community. Advanced man-machine interfaces with high cognitive capabilities are a hot research topic that aims at solving challenging problems in image and video applications. Actually, the idea of computer interactive systems was already proposed on the early stages of computer science. Nowadays, the ubiquity of image sensors together with the ever-increasing computing performance has open new and challenging opportunities for research in multimodal human interaction. This book aims to show how existing PR and CV technologies can naturally evolve using this new paradigm. The chapters of this book show different successful case studies of multimodal interactive technologies for both image and video applications. They cover a wide spectrum of applications, ranging from interactive handwriting transcriptions to human-robot interactions in real environments.
Author: Arnulf Deppermann
Publisher: John Benjamins Publishing Company
ISBN: 9027263779
Category : Language Arts & Disciplines
Languages : en
Pages : 362
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Book Description
This is the first book dedicated to the study of the complexities that arise in embodied interaction from the multiplicity of time-scales on which its component processes unfold. It shows in microscopic detail how people synchronize and sequence modal resources such as talk, gaze, gesture, and object-manipulation to accomplish social actions. The studies show that each of these resources has its own temporal trajectory, affordances and restrictions, which enable and constrain the fine-grained work of bodily self-organization and interaction with others. Focusing on extended interactional time scales, some of the contributors investigate ways in which larger interactional episodes and relationships between actions are brought about and how actions build on shared interactional histories. The book makes a strong case for the use of video in the study of social interaction. It proposes an enlarged vision of Conversation Analysis that puts the body and its interactive temporalities center stage.
Author: O. Garcia
Publisher: Springer
ISBN: 1137385766
Category : Language Arts & Disciplines
Languages : en
Pages : 262
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Book Description
Winner of the British Association of Applied Linguistics Book Prize 2014 This book addresses how the new linguistic concept of 'Translanguaging' has contributed to our understandings of language, bilingualism and education, with potential to transform not only semiotic systems and speaker subjectivities, but also social structures.
Author: Fei Victor Lim
Publisher: Taylor & Francis
ISBN: 1040049400
Category : Education
Languages : en
Pages : 320
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Book Description
This book offers a multimodal perspective on how to design meaningful learning experiences with digital technologies. Digital education is of increasing importance in today’s digital society and the editors bring together international thought-leaders and well-established academics across geographical regions to explore the topic. The book addresses the need to design learning with digital technologies, especially in a post-pandemic environment where blended learning has become ubiquitous. The book is organised around five themes: designing learning, digital learning designs, digital learning with embodied teaching, digital learning interactions, and digital multimodal literacies. The chapters focus on digital technologies as multimodal semiotic resources and the educational implication of each theme is drawn out from illustrative cases across contexts of learning. Essential reading for researchers and postgraduate students, this book offers state-of-the-art thinking on how educators can design new learning experiences for students through the meaningful and effective use of digital technologies. Chapter 1 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Author: Nicole H. King
Publisher:
ISBN:
Category : Multilingual education
Languages : en
Pages : 0
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Book Description
This ethnographic study sheds light on the processes of dynamic, social identity construction, positioning through words and actions, and the development of emergent patterns of interaction in multilingual students in second and third grade across two years of participant observation. To answer these questions, this study focuses on the educational lives of Jam, Andra, Karen, Cicero, and Ma Ami; five focal students who were enrolled at Ecole des Arbres, a dual-language French-English elementary immersion school in the Midwest, US, for the second (2017-2018) and third (2018-2019) grade school years. Their experiences were contextually embedded within a local city and school which could be considered superdiverse; the school consisted of teachers, staff, and students representing 23 countries. To explore the social identity development and performance of the five focal students, this study is framed at the intersection of multimodality and multimodal literacy practices, translanguaging, and systemic functional linguistics. This framework allows for microethnographic exploration of student interactions, student process and product construction, positioning and functionality through language use, and expression of language ideologies through language use. Through this framework, it became possible to look at the roles, rights, and patterns in student interactions which illuminated their sense of self over time and across a variety of school contexts. In order to study focal student language use, positioning, and patterns of interaction this study employs ethnographic methods, including participant observation, video and audio recording, field notes, interviews, and artifact collection. These methods were selected to answer the guiding research question: What is the nature of the social identities of the students developing within a French immersion school? Within this question three sub-questions emerged through iterative review of data collected and scholarship review: • How do students position themselves in interactions in French immersion classrooms? • What patterns of interaction develop over time and in what languages? • How do students enact emergent and temporal language ideologies across locations, tasks, and speaking partners? Data was then analyzed through coding of field notes, construction of conceptual memos based on coding across events and participants, multimodal translingual transcripts, some transitivity analysis, and multimodal interaction analysis. This layered analytic approach allowed for close analysis of multilingual, multimodal expression of self by the five focal participants in contextually based interactions. Findings related to each of the sub-questions were specific to the five focal participants. From these findings, conclusions related to researching with multilingual students and teachers and to teacher preparation for engaging with multilingual students were identified and implications with possible transferability were identified in the following areas: • developing trust and solidarity with multilingual students and teachers, • the impacts of rigidity of genres, • the role of multimodality in multilingual students’ expression of self, • the potential of translanguaging to overcome barriers of expression, and • implications for teacher education and development & future research directions and priorities.
