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ERIC Number: EJ1424161
Record Type: Journal
Publication Date: 2024-Jun
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: EISSN-1545-7249
Exploring Children's L2 Disciplinary Literacy through a Multimodal Science Project in a CLIL Context
Yvette Coyle; Julio Roca de Larios
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v58 n2 p628-663 2024
This study explores the ways in which young second language learners in an intact fourth-grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After an instructional period in which attention to literacy was embedded in their science classes, the learners designed and illustrated their own complex machine, filmed a digital video and produced a written explanation. By integrating a systemic functional linguistics-informed analysis of the linguistic features of the children's written texts with a semiotic analysis of the intermodal relationships in their projects, we offer insights into the interrelation of different modes (linguistic, visual and aural) in facilitating children's meaning-making in the L2. The results revealed considerable within-group variability in the learners' written texts and intermodal relations of concurrence and complementarity in their multimodal projects. The role of multimodal tasks in providing all children with effective tools for communicating knowledge is discussed.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A