文章基本信息

标题：Appropriation of affordances of multiliteracies for Chinese literacy teaching in Canada
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作者：Mi Song Kim ; Xiaotong Xing
期刊名称：Research and Practice in Technology Enhanced Learning
电子版ISSN：1793-7078
出版年度：2019
卷号：14
期号：1
页码：1-1-1-14
DOI：10.1186/s41039-019-0095-2
语种：English
出版社：Springer
摘要：AbstractInnovative literacy teaching and learning approaches have proved that multiliteracies enables teachers to work with culturally and linguistically diverse (CLD) students. However, few studies have shed light on examining Chinese teachers’ understanding and practices of multiliteracies in Canada. To respond to this challenge, this qualitative case study aims to understand how Chinese teachers who pursued multiliteracies graduate studies perceive and implement multiliteracies in teaching young CLD children Chinese literacy in Canada. We investigated narratives of two Chinese teachers to provide useful insights into their lived experiences of multiliteracies for Chinese literacy teaching. A constant comparison approach was adopted to analyze three data sources through narrative analysis: interviews, reflective writings, and curriculum materials. Findings suggest that these teachers actively appropriated affordances of multiliteracies for Chinese literacy teaching in Canada drawing upon graduate courses in multiliteracies. The paper concludes with the pertaining implications to highlight the importance of teacher professional development.
关键词：Multiliteracies;Multimodality;Design;Chinese literacy teaching;Affordances