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ERIC Number: EJ1023196
Record Type: Journal
Publication Date: 2014-Apr
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0141-1926
Reading as Reconstruing: A Social-Semiotic and Pragmatist Approach to Inner Sign-Making in the Classroom
Taylor, Stephen
British Educational Research Journal, v40 n2 p227-240 Apr 2014
Even though the existence and importance of inner forms of sign-making are acknowledged in social-semiotic educational research, their contours have, none the less, yet to be charted in a systematic way. This article uses a combination of social-semiotic and pragmatist approaches to bring into focus some characteristics of pupils' inner sign-making taking place during a research project which focused on literary and non-literary classroom reading events involving 13- and 14-year-old students. It makes reference to a number of descriptions by students of their inner sign-making in response to texts. These descriptions took the form of annotations and sketches, verbal commentaries and interview responses on two literary and two non-literary texts, and they suggested that students' inner activity in response to all four texts appeared to operate in multimodal and genre-dependent ways. This paper concludes by calling for further research into the role of pupils' inner sign-making in classroom events and how it varies between different subjects, individuals or socio-cultural groups.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A