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dc.contributor.authorNewfield, Denise
dc.date.accessioned2016-06-15T09:19:31Z
dc.date.available2016-06-15T09:19:31Z
dc.date.issued2011
dc.identifier.citationNewfield, D. (2011). Multimodality and children’s participation in classrooms: Instances of research. Perspectives in Education, 29(1), 27-35.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3035
dc.description.abstractThis paper describes how language and literacy classrooms became more participatory, agentive spaces through addressing a central issue in teaching and learning: the forms of representation through which children make their meanings. It reconsiders pedagogic research in under-resourced Gauteng classrooms during the period 1994 – 2005, during the first decade of education in post-liberation South Africa. This research shows teachers using multimodality in productive, expressive and creative ways that work against deficit models of children, drawing on their everyday experiences and their existing representational resources. It outlines the theoretical framework supporting the pedagogical approach, that of multimodal social semiotics, known more widely as “multimodality”, and discusses three instances of children’s multimodal practice, in Grades 1 and 2, 7 and 10 respectively. It sums up the role played by multimodality in participation, showing how multimodality enables cognitive, social and affective participation through expanding the semiotic space of the classroom and reconstituting the children as sign-makers.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectParticipationen_ZA
dc.subjectClassroomsen_ZA
dc.subjectMulti-modalityen_ZA
dc.subjectMulti-modal pedagogiesen_ZA
dc.subjectForms of representationen_ZA
dc.subjectLearningen_ZA
dc.subjectSemiosisen_ZA
dc.subjectSign-makersen_ZA
dc.subjectAgencyen_ZA
dc.titleMultimodality and children’s participation in classrooms: instances of researchen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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