Adolescent ESL students' interpretation and appreciation of literary texts: A case study of multimodality

被引：55

作者：

Early, Margaret ^{[1
]}

Marshall, Sondra ^{[2
]}

机构：

[1] Univ British Columbia, Dept Language & Literacy Educ, Vancouver, BC V5Z 1M9, Canada

[2] Lord Byng High Sch, Language Dept 2, Vancouver, BC, Canada

来源：

CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES | 2008年 / 64卷 / 03期

关键词：

adolescents; literature; multimodality; multilingual literacy;

D O I：

10.3138/cmlr.64.3.377

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

This study explores how, using a multimodal approach to integrating language and content teaching, high school students with limited English proficiency can be supported to engage in rich, complex interpretations of literary works in English and to realize their interpretations linguistically in written academic discourse. Findings suggest that a multimodal approach, in combination with cooperative group work and L1 use, has considerable potential in promoting ELL students' academic success.

引用

页码：377 / 397

页数：21

共 37 条

[1]

*AM GUID SERV, 1998, WOODC READ MAST TEST

[2]

[Anonymous], CALLA HDB

[3]

[Anonymous], 2001, ENGLISH 2 LANGUAGE M

[4]

[Anonymous], 2003, LIT NEW MEDIA AGE

[5]

[Anonymous], ANN REV APPL LINGUIS

[6]

[Cope B. New London Group New London Group], 2000, MULTILITERACIES, P9

[7]

Crandall J., 1987, ESL CONTENT AREA INS

[8] AGE ON ARRIVAL AND IMMIGRANT 2ND LANGUAGE-LEARNING IN CANADA - A REASSESSMENT [J].

CUMMINS, J .

APPLIED LINGUISTICS, 1981, 2 (02) :132-149

[9]

DAVIES R, 2000, CROSSROADS, P10

[10]

Davison C., 2001, ENGLISH 2 LANGUAGE M, P51

← 1 2 3 4 →