Results 51 to 60 of about 3,532 (222)
Using Cellphilms to Promote Translanguaging and Critical Digital Literacies in Teacher Education
Journal of Adolescent &Adult Literacy, Volume 70, Issue 2, September/October 2026.ABSTRACT Teacher education in increasingly digital, multimodal, and AI‐mediated contexts must prepare pre‐service teachers (PSTs) to critically engage with technology, language, and identity. This article explores the use of cellphilms—short, participant‐created mobile videos—as a pedagogical approach for developing translanguaging‐oriented critical ...
Jennifer Burton, Aya Ceilidh Halliday
wiley +1 more source
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas ExtranjerasRecent research on foreign language (FL) teaching has emphasized the need for pedagogies that provide equal opportunities and prepare students for the digitalised societal landscape.
Rongle Tan
semanticscholar +1 more source
Revista Ibero-Americana de Estudos em Educação, 2017 This paper aims at reflecting on school, multiliteracies and technologies in contemporary society. To this end, we describe and analyze a learning project carried out with a ninth grade class in Portuguese Language classes at a public school in Porto ...
Gabriela da Silva Bulla +1 more
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Meanings Made in Students’ Multimodal Digital Stories: Resources, Popular Culture, and Values
Designs for Learning, 2020 The young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of.
Helene Dahlström, Ulla Damber
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Composing Meaningful Connections Across High School and College Contexts
Journal of Adolescent &Adult Literacy, Volume 70, Issue 2, September/October 2026.ABSTRACT The question of how students navigate the transition from high school to college writing is of perennial concern to teachers and researchers of adolescent and adult literacy. This study contributes to this conversation through an in‐depth analysis of the composing experiences that a group of eight, first‐generation‐to‐college Latina students ...
Bethany Monea
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Raciolinguistic Autobiographies With Intermediate Elementary Learners
The Reading Teacher, Volume 80, Issue 2, September/October 2026.ABSTRACT We propose raciolinguistic autobiographies as a developmentally appropriate multimodal composition authored by intermediate elementary learners (Grades 3–5) that promotes critical consciousness around how language, race, and signs are interwoven to form hierarchies of power and belonging.
Cristina S. Méndez, Mohit Mehta
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Co‐Designing Multimodal, Multilingual Text Sets: Centering Caregiver Choice
The Reading Teacher, Volume 80, Issue 2, September/October 2026.ABSTRACT Early literacy instruction in the U.S. often centers monolingual, English‐dominant practices that marginalize multilingual learners and their families. This qualitative design‐based research study examines a family literacy initiative that engaged caregivers and teachers as co‐designers of a multilingual, multimodal literacy resource bag ...
Katie M. Crook +4 more
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Journal of Multilingual and Multicultural DevelopmentTheories of translanguaging and trans-semiotizing have gained relevance in the design of learning in CLIL classrooms. However, while many studies have shown the benefits of these pedagogies, scarce research has explored CLIL teacher professional ...
M. Querol-Julián
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Transformations in Children's Play in Rural Areas: Teachers' and Parents' Perspectives
European Journal of Education, Volume 61, Issue 3, September 2026.ABSTRACT Play for young children in rural areas is changing with social, cultural shifts and increased digitaltechnology use. This study explores changes in play among children aged 4–6 in three Gunungkidul villages, from parents' and ECE teachers' perspectives.
Roza Novita +5 more
wiley +1 more source
“This is the Work I'm Most Proud of”: K‐Pop Fandom and Children's Multilingual Literacy Practices
The Modern Language Journal, Volume 110, Issue 3, Page 827-843, Autumn (Fall) 2026.ABSTRACT This paper examines how children's affective investments in K‐pop generated sustained multilingual literacy practices in an arts‐based bookmaking project. Drawing on Pennycook's concept of language assemblages and Norton's investment framework, and informed by Paris and Alim's distinction between heritage and community practices, we analyse ...
Julie Choi, Rafaela Cleeve Gerkens
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