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ERIC Number: EJ947379
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0790-8318
Multimodal Representations of Identity in the English-as-an-Additional-Language Classroom in South Africa
Kajee, Leila
Language, Culture and Curriculum, v24 n3 p241-252 2011
This paper explores the multimodal engagement of English-as-an-additional-language (EAL) students in a classroom in Johannesburg. Within a social semiotic framework, and using constructions of design and identity to understand the students' multimodal engagement, the paper argues that multimodal representations offer EAL students from under-resourced contexts opportunities for creativity and agency to redesign meaning. It demonstrates how they use the opportunities provided to reconstruct their identities as black South Africans and to communicate a sense of their own social world. The analysis focuses on two texts produced by the students--a digital narrative text and a poetry performance--to illustrate their multimodal engagement with literacy. The paper concludes with an examination of the broader implications for teaching and learning EAL. (Contains 1 figure and 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa