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7.13
Author(s) + contact information
Stephen   Woulds - http://etheses.whiterose.ac.uk/15311/   
Title
Language,   literacy and technology : embodied peer-interaction and collaborative writing   in an ESOL classroom
LanguageEnglish
Date2016
Summary
This study focuses on digital literacies, and   real-time multimodal design, within the context of migrant adult learners in   the UK. It seeks to understand the frameworks of peer-interaction when   second-language learners are paired at a computer and how they negotiate   second-language writing. In this research, pairs of students sharing the same   language were tasked with an environmental project which included the digital   design of an image, designing a four-page booklet using Publisher, a website   and to produce all of these using English as a second language. The process   was videoed across a threehour classroom session with four pairs of learners: Kurdish, Polish, French and Arabic. New literacies, embodied peer-interaction   and second-language writing are the primary fields informing this research.   The outcomes of the research are: (1) a methodology is developed for the  collection and analysis of multimodal data when learners collaborate at a   computer; (2) the field of new literacies is extended through an analysis of   the design-process, as opposed to product-analysis; (3) a peer-interaction   framework is presented which broadens our understanding of classroom   interaction, including linguistic, paralinguistic and mediating resources   when learners share technology; (4) the field of second-language writing is   extended through an analysis of peer-writing with technology. The research   concludes with a peer-interaction framework comprised of learner alignment   and misalignment across language, literacy and technology. Spoken and written   language goes through an iterative cycle of transformation. The central   finding from the research is the naming and defining of transmodal talk   within a peer-interaction framework. The sequentiality of this process has   common features across all the pairs of learners. Transmodal talk is  presented to identify the fluid process of transposing off-screen dialogue to   on-screen text. They both shape and mediate each other through temporal mapping   and polyvocality.
Key words
Digital literacy, adult migrant, ESOL, peer-interaction
Other interesting information
Interest for the project
5/5
Contributor´s name + email
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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