Designing Meaning and Identity in Multiliteracies Pedagogy:

منو

" Designing Meaning and Identity in Multiliteracies Pedagogy: "
Blyth, Carl

Document Type	:	AL
Record Number	:	908535
Doc. No	:	LA12j31789
Title & Author	:	Designing Meaning and Identity in Multiliteracies Pedagogy:. From Multilingual Subjects to Authentic Speakers [Article]\ Blyth, Carl
Date	:	2018
Title of Periodical	:	UC Berkeley
Abstract	:	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.