MULTIMODAL COMPOSING AND MULTIPLE IDENTITY MEDIATIONS : adult esl writers' experiences in... new york

This book examines the experiences of adult ESL (English as a Second Language) learners in New York, paying particular attention to the relationship between their professional identities and multimodal composing practices in English classroom. The author uses an (auto-)ethnographic framework to investigate how previously-constructed identities of a professional nature aided the students in the design of multimodal texts including photographs and written material in English. This small-scale study is contextualised in relation to current research in the fields of multimodality, identity construction and teaching methodology, and the author also draws on Kress' theory of visual semiotics. Finally, the book provides detailed descriptions and suggestions for multimodal lessons which could be delivered in ESL classrooms in other settings, including multimodal roleplays, theatre games, and model discussion questions and answers. This book will be of interest to ESL/EFL and TESOL researchers and practitioners, as well as pre-service teachers and MA TESOL students. Abstract 5 Contents 7 List of Figures 8 1: Introduction 10 References 13 2: Research Design and Methods 14 Research Questions 14 Research Methods 17 Data Collection 20 The Participants in the Social Context of the ESL Writing Classrooms 20 Data Analysis 27 Significance of the Study 29 References 31 3: Review of the Body of Research Acting as Multimodal Composing 33 Multiliteracies and Multimodal Text Designs 33 Review of the Body of Research 47 Acting as Multimodal Composing 47 Multimodality and ESL Learning 55 Multimodal Literacies 60 Multimodal Literacies and Identities 75 References 100 4: Theoretical Framework of the Study 104 Constructivist/Constructionist Theories of Representation 104 New London Group and A Pedagogy of Multiliteracies 121 Social and Visual Semiotics by Kress, and Kress and van Leeuwen 125 References 146 5: Lucinda, Hassan, Alejandro, and Their Multiple and Professional Identity Mediation Through Multimodality 148 Lucinda and Her Multiple Identity Meditations Through Multimodal Design 148 Hassan and Professional Identity of Journalist 160 Alejandro and His Professional and Multiple Identity Mediation 175 References 193 6: Autoethnography Multimodality and ESL Teaching 194 My Personal Experience with Multimodal Composing 194 Multimodality in NYC ESL Classrooms 203 Acting as Multimodal Composing 211 Field Trips as Important Forms of Social Interactions and Learning in Dialogic ESL Class 222 Teaching and Conferencing 229 References 234 7: Findings and Final Reflections 235 Summary of the Findings 235 Research Questions and Their Answers 237 Implications of the Study Findings 242 Study Limitations 250 Conclusion 252 References 252 References 253 Index 258