Burgess, J. and Rowsell, J. orcid.org/0000-0002-9062-8859 (2020) Transcultural-affective flows and multimodal engagements: reimagining pedagogy and assessment with adult language learners. Language and Education, 34 (2). pp. 173-191. ISSN 0950-0782
Abstract
In this article, we present a research study with a group of newcomer and refugee learners who have resettled in the Niagara region in Canada to create new lives. Over the course of four months, we came to know the stories of fifteen adult language learners, and we witnessed their steady induction, acceptance and enjoyment of multimodal activities. Combining the notions of translanguaging and affective flows with multimodal assessment, we draw out artifactual and interview data to illuminate ways of reframing assessment making it more meaningful and agentive. We push for broader perspectives of language education and a reconceptualization of ways to teach and assess English language learners.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of a paper subsequently published in Language and Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Multimodality; translanguaging; resettlement; affective flows; assessment; 3D model of literacy |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 02 Feb 2024 14:28 |
Last Modified: | 02 Feb 2024 14:28 |
Status: | Published |
Publisher: | Informa UK Limited |
Refereed: | Yes |
Identification Number: | 10.1080/09500782.2020.1720226 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:208636 |