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Multimodality and translanguaging in negotiation of meaning

Foreign language annals, 2021-10, Vol.54 (3), p.647-670 [Peer Reviewed Journal]

2021 The Authors. published by Wiley Periodicals LLC on behalf of ACTFL ;Copyright American Council on the Teaching of Foreign Languages Fall 2021 ;ISSN: 0015-718X ;EISSN: 1944-9720 ;DOI: 10.1111/flan.12547

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Title:
Multimodality and translanguaging in negotiation of meaning
Author: Canals, Laia
Subjects: Bilingualism ; Classroom Communication ; Code Switching (Language) ; College Students ; Communication ; Computer Assisted Instruction ; Computer Mediated Communication ; Computer Simulation ; Computers ; Correlation ; English ; English (Second Language) ; English as a second language instruction ; English language ; Feedback ; Feedback (Response) ; Foreign Countries ; Foreign language instruction ; Foreign language learning ; Handheld Devices ; higher education ; interactional feedback ; International Educational Exchange ; Language acquisition ; Language instruction ; Linguistics ; Literature Reviews ; Meaning ; Mobile phones ; Multilingualism ; Multimodality ; Native-nonnative speaker communication ; Negotiation ; negotiation of meaning ; Nonverbal Communication ; oral interaction ; Oral Language ; Scaffolding (Teaching Technique) ; Second Language Instruction ; Second Language Learning ; Spanish ; Spanish as a second language ; Spanish language ; Speech ; Synchronous Communication ; Teaching Methods ; Telecommunications ; Translanguaging ; Videoconferencing
Is Part Of: Foreign language annals, 2021-10, Vol.54 (3), p.647-670
Description: The present study examines the role that multimodality and translanguaging play in scaffolding oral interactions during language‐related episodes (LREs) involving meaning negotiation. The oral tasks carried out using synchronous video‐based computer‐mediated communication were part of a tandem virtual exchange (Spain, Canada). The participants, 18 dyads of English and Spanish college‐level learners, conducted three oral interaction tasks in pairs online. LREs were identified and transcribed and data were analyzed quantitatively and qualitatively, including all instances of translanguaging and uses of multiple modes of meaning‐making. Quantitative data revealed that translanguaging involved not only English and Spanish, but also other shared languages and occurred mostly during meaning negotiation. Additionally, the use of multimodal elements, including gestures, postures, gaze, multiple digital and physical devices (mobile devices, computers, props, notes) was examined. Qualitative data analyses revealed the interplay between multimodality and learners’ multilingual repertoires which reinforced and complemented meaning‐making during these episodes. The Challenge Given the wide‐spread use of video calls and the affordances the medium provides for foreign language learning and, specifically, for oral interaction, how do learners manage the use of multimodal and multilingual elements in oral interactive tasks? Do multimodality and linguistic repertoires aid comprehension and enhance the meaning negotiation process?
Publisher: Alexandria: Wiley
Language: English
Identifier: ISSN: 0015-718X
EISSN: 1944-9720
DOI: 10.1111/flan.12547
Source: Education Resources Information Center (ERIC)
ProQuest Central

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Multimodality and translanguaging in negotiation of meaning

2021 The Authors. published by Wiley Periodicals LLC on behalf of ACTFL ;Copyright American Council on the Teaching of Foreign Languages Fall 2021 ;ISSN: 0015-718X ;EISSN: 1944-9720 ;DOI: 10.1111/flan.12547

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