Abstract
The aim of this paper is to report on an experiment that approximates with translingual and multimodal practices in workshops about migration involving secondary public school students and to rethink its implications in relation to the teaching of English in contemporary transcultural landscape from a critical perspective. It is situated in a community project on critical education through languages, which involves a set of workshops from a partnership between a public university and a public secondary school. As a collaborative work, it includes language professors, undergraduate students and a teacher and her students from a public secondary school where the project took place. It reports on the students’ context, from which meaning making emerges and it is analyzed in the light of the theoretical conceptions here selected. It is founded on qualitative and interpretive methodology and it relies on contingent processes and procedures of the workshops in question. It assumes critical literacy as a social practice, translingual practices as part of the everyday experience resembling assemblage (instead of fixed and linear movements in meaning making) and multimodality as inherent to interaction in knowledge construction. The notion of workshop is equivalent to secondary school students’ meaning making. The result suggests that resources and practices resembling translingual and multimodal ones might enhance students’ engagement, creativity, critique and ethics modifying language teaching-learning and the use of technology.Keywords: insights for creative learning; teacher education; translingua-lmultimodal practices in public school.
Highlights
In the dynamic configuration of migration across the globe, reimagining possibilities to integrate university and basic school seems to be congruous with the growing demands of present knowledge and digital society
Dimensions to reshape language policy, curriculum design and teacher education through the constant understanding of how language practice means to diverse situations
Language practice brings in its social origin translingual assemblage (Canagarajah, 2013a, 2013b) and multimodal ensemble (Domingo, Jewitt and Kress, 2014) interconnecting verbal language, images, sounds, animations and spatiality in contingent ways as potential resources for meaning making and it opens up possibilities for relevant epistemological paradigm shift within literacies (Kalantzis and Cope, 2012)
Summary
In the dynamic configuration of migration across the globe, reimagining possibilities to integrate university and basic school (elementary and secondary schools) seems to be congruous with the growing demands of present knowledge and digital society. We intended to reconnect the resources and procedures to stimulate meanings within localglobal contexts that vibrantly fed one another It could enhance our rethinking of who loses and who benefits from the way we conceive of the many issues connected to language education in public schools and universities, namely: participation within differences, critique, creativity, multimodal competence, use of the non-human actors (Pennycook, 2018) understood as texts (Janks, et al, 2014), such as: computers, desks to form a circle, table, screen for multimodal productions, pens, pencil, paper, board, floor for dancing, etc., all of them affecting the learning environment. To appreciate how we can go beyond longstanding linear models of language learning-teaching, the section presents and discusses the practices in the four workshops following the theoretical framework of this project
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