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ERIC Number: EJ1179793
Record Type: Journal
Publication Date: 2018
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1945-0222
Designing Meaning and Identity in Multiliteracies Pedagogy: From Multilingual Subjects to Authentic Speakers
Blyth, Carl
L2 Journal, v10 n2 p62-86 2018
This essay examines textual engagement of two students during a Multiliteracies lesson on a French poem ("Liberté", Paul Eluard) in terms of the "multilingual subject" (Kramsch, 2009) and "the authentic speaker" (Van Compernolle, 2016). The case studies are based on personal data: (1) the students' autobiographies written on the first day of the course; (2) the transcript of their annotated comments about the poem; (3) their essays comparing the French poem to an English translation; and (4) their retrospective analysis about the effects of the multiliteracies lesson and course. The essay begins with a review of the Multiliteracies Framework, and the concepts of the multilingual subject and the authentic speaker. Next, the essay turns to a description of the subjective experiences of the two learners. Finally, the essay illustrates how the two students filtered the poem through their own subjectivities to arrive at a new sense of multilingual authenticity.
Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A