Sociocultural Identities. People are always wearing different identity hats in different situations. A sociocultural perspective views identity “as dynamic and constantly changing across time and space” (Norton, 2006). In addition, Holland, Lachicotte, Skinner, and Cain (1998) assert that people construct their identities within contexts of “figured worlds” or what they call “identity in practice” (p. 271). Skinner, Valsiner and Holland (2001) also indicate that “without this knowledge (of figured world), it is difficult to understand the shifts or readings of events that the narrators construct or the reasons why they orchestrate voices as they do” (p. 13). In this respect, identities are built within the situated context where individuals
…show more content…
Additionally, it extends the conversation about the impact of using multimodal storytelling on ELLs’ English writing experiences as well as their construction of identities. It is expected that educators of English as a second or foreign language could benefit from the study results and implement multimodal literacy strategies in their classrooms to better satisfy the needs of ELLs in the media and technology immersed world of language learning. It is also expected that language and literacy researchers use the current study and other related studies as a springboard to continue exploring innovative instruction strategies and effective intervention procedures of English to benefit more second language educators. Finally, it is hopeful that policy makers will be motivated to enact regulations and policies which provide a satisfactory and encouraging environment for ELLs based on the actual literacy learning conditions of this …show more content…
In this study, IEP is a specially designed program which academically prepares non-native speakers of English who come to an English speaking country to pursue their degree in higher education. The program provides non-native speakers of English with intensive training of English speaking, listening, reading, and writing to get them ready to enroll in the general degree programs in the university. Usually, students have to pass certain assessment to get out of the program to qualify themselves to the regular degree program.
Multimodal Storytelling. Multimodal storytelling is a type of multiliteracy practice. Students tell stories on a certain topic by using a combination of multiple modes such as visual – a picture/photo, audio – recorded sound or music, textual – pieces of typed or written text, gestural – any types of body language or facial expression that communicate one’s thoughts or ideas. Digital storytelling is a type of multimodal storytelling, and it combines narratives with digital technology. The detailed introduction of multimodal storytelling and digital storytelling will be articulated in a later
Additionally, it extends the conversation about the impact of using multimodal storytelling on ELLs’ English writing experiences as well as their construction of identities. It is expected that educators of English as a second or foreign language could benefit from the study results and implement multimodal literacy strategies in their classrooms to better satisfy the needs of ELLs in the media and technology immersed world of language learning. It is also expected that language and literacy researchers use the current study and other related studies as a springboard to continue exploring innovative instruction strategies and effective intervention procedures of English to benefit more second language educators. Finally, it is hopeful that policy makers will be motivated to enact regulations and policies which provide a satisfactory and encouraging environment for ELLs based on the actual literacy learning conditions of this …show more content…
In this study, IEP is a specially designed program which academically prepares non-native speakers of English who come to an English speaking country to pursue their degree in higher education. The program provides non-native speakers of English with intensive training of English speaking, listening, reading, and writing to get them ready to enroll in the general degree programs in the university. Usually, students have to pass certain assessment to get out of the program to qualify themselves to the regular degree program.
Multimodal Storytelling. Multimodal storytelling is a type of multiliteracy practice. Students tell stories on a certain topic by using a combination of multiple modes such as visual – a picture/photo, audio – recorded sound or music, textual – pieces of typed or written text, gestural – any types of body language or facial expression that communicate one’s thoughts or ideas. Digital storytelling is a type of multimodal storytelling, and it combines narratives with digital technology. The detailed introduction of multimodal storytelling and digital storytelling will be articulated in a later