Browsing by Subject "Multilingual"
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Item Examining the multilingual and multimodal resources of young Latino picturebook makers(2013-08) Zapata, Maria Angelica; Roser, Nancy; Fránquiz, María E.The purpose of this qualitative research was to better understand the multilingual and multimodal composition resources appropriated by students during a study of Latino children’s picturebooks within a predominantly Latino, third grade classroom. A conceptual framework guided by socio-cultural perspectives, a social semiotic theory of communication, and Composition 2.0 studies was employed to investigate the ways in which students remixed multilingual and multimodal composition resources and manifested identities in texts. This research was guided by both design-based and case study methods and drew upon constant-comparative, discourse, and visual discourse analytic methods to examine the data. Analysis was also located in the literature on identity and texts so as to better understand the socio-cultural histories and identities attached to the children's picturebooks. Data collection was focused on both the multilingual and multimodal resources students appropriated to compose and the ways students orchestrated those resources during the classroom picturebook study. Analysis was structured by two interrelated strands. The first strand explores more broadly the composition resources in use during the classroom picturebook study, and the second analyzes explicitly the ways two focal students remixed composition resources within their picturebook productions and sedimented identities in texts. Three findings generated from the two related strands of analysis provided insights into the potential of a picturebook study as a viable multilingual and multimodal composition curriculum. First, in the context of the teacher and researcher co-designed curriculum and instruction, students appropriated literary, illustrated, material, and picturebook form resources from Latino children’s picturebooks in diverse ways. Second, in the act of picturebook making, students invoked other socio-cultural texts as mentors and remixed composition resources from diverse sources to craft their own picturebooks. Finally, students manifested aspects of their identities within the material worlds and languages reflected within their picturebooks. Together, these findings situate picturebook study and picturebook making as creative and intellectual acts for students. Moreover, this study features Latino children’s picturebooks as culturally responsive mentor texts. Several pedagogical implications related to composition instruction for young writers and diverse population are also discussed.Item Facebook as a multilingual communication site(2013-05) Olsen, Carolyn Anne; Doty, PhilipAs Facebook grows beyond a billion users (Zuckerberg, 2012), a decreasing percentage of those users are English-only speakers. Facebook provides a platform for multilingual conversation to occur, which requires that Facebook display non-Latin scripts. Because of the hegemony of English and the Latin alphabet on the Web, non-Latin scripts are often “ASCII-ized.” Displaying non-Latin scripts well facilitates communication for multilingual users and creates a place where they can explore their identity linguistically as they post on Facebook. This study examines what factors contribute to multilingual Facebook users making linguistic posting choices. Many have named Facebook as a successful multilingual Web site, thus it is reasonable to expect that Facebook is an exemplar of multilingual social networking sites. This study is an examination and critique of Facebook’s multilingual translations. To address questions of how Facebook’s interface facilitates or impedes multilingual conversation, the researcher recruited twelve active, multilingual Facebook users to participate in individual interviews and a small focus group. Besides English, these users spoke and posted in the world’s four other most widely spoken languages: Chinese, Spanish, Arabic and Hindi. The researcher found that multilingual Facebook users did not always have a choice in what language they would post. Users faced obstacles ranging from the Facebook app distorting script display to hardware bias limiting users’ text entry. Furthermore, participants’ linguistic presentation was not dichotomous between two languages; multilingual users and their friends are accustomed to operating in a multilingual space. The larger implication of these findings is that Facebook, despite pioneering massive translation projects, has not solved the problem of linguistic representation for social networking sites. Facebook’s solution is not scalable to less widely spoken languages because even languages with many millions of speakers, such as Spanish, have flawed implementations on Facebook.