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2020 | 20 | 2 | 118-130

Article title

MULTIMODAL SPACES FOR DIGITAL TRANSLANGUAGING: USING STORYJUMPER TO ENGAGE BI/MULTILINGUALS IN INTERACTIVE STORYTELLING

Authors

Content

Title variants

Languages of publication

EN

Abstracts

Keywords

Year

Volume

20

Issue

2

Pages

118-130

Physical description

Contributors

author
  • Washington State University

References

  • Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 401-417.
  • Cordi, K., & Masturzo, K. (2013). Using literature and digital storytelling to create a safe place to address bullying. Voices from the Middle, 20(3), 21-26.
  • Cowan, K., & Kress, G. (2017). Documenting and transferring meaning in the multimodal world: Reconsidering "transcription!'. In F. Serafini & E. Gee (Eds.), (2017). Remixing Multiliteracies: Theory and Practice from New London to New Times (pp. 50 -61). New York, NY: Teachers College Press.
  • Egbert, J. (2007). Asking useful questions: Goals, engagement, and differentiation in technology-enhanced language learning. Teaching English with Technology, 7(1), 1-17.
  • Egbert, J. (2009). Supporting Learning with Technology: Essentials of Classroom Practice. Upper Saddle River, NJ: Pearson.
  • Egbert, J., & Shahrokni, S. A. (2018). CALL principles and practices. OER. Available online at https://opentext.wsu.edu/call/chapter/principles-of-call/
  • Emert, T. (2014). Interactive digital storytelling with refugee children. Language Arts, 91(6), 401-415.
  • Gee, J. P., & Hayes, E. R. (2011). Language and Learning in the Digital Age. New York, NY: Routledge.
  • Hanson, J. (2013). Moving out of the monolingual comfort zone and into the multilingual world: An exercise for the writing classroom. In A. S. Canagarajah (Ed.), Literacy as Translingual Practice (pp. 207–214). New York, NY: Routledge.
  • Kano, N. (2012). Translanguaging as a Process and a Pedagogical Tool for Japanese Students in an English Writing Course in New York (Doctoral dissertation, Teachers College, Columbia University).
  • Kiramba, L. K. (2017). Translanguaging in the writing of emergent multilinguals. International Multilingual Research Journal, 11(2), 115-130.
  • Muhtaris, K., & Ziemke, K. (2015). Amplify: Digital Teaching and Learning in the K-6 Classroom. Portsmouth: Heinemann.
  • Ohler, J. (2005). The world of digital storytelling. Educational Leadership 63(4), 44-47.
  • Pacheco, M. B., & Miller, M. E. (2016). Making meaning through translanguaging in the literacy classroom. The Reading Teacher, 69(5), 533-537.
  • Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6-23.

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.desklight-10863488-28c4-4b89-8663-333249c99a14
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