Orchestrating multimodal resources in English language teaching: a critical study of an online English teaching video

References

• Askehave, I., Nielsen, A. E., & Kwaśnik, B. H. (2005). Digital genres: A challenge to traditional genre theory. Information Technology and People, 18(2), 120–141. https://doi.org/10.1108/09593840510601504
   Google Scholar
• Bateman, J. A., & Schmidt-Borcherding, F. (2018). The communicative effectiveness of education videos: Towards an empirically-motivated multimodal account. Multimodal Technologies and Interaction, 2(59), 1–27. https://doi.org/10.3390/mti2030059
   Google Scholar
• Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology, 19(193), 88–105. http://llt.msu.edu/issues/october2015/benson.pdf
   Google Scholar
• Bezemer, J. (2008). Displaying orientation in the classroom: Students’ multimodal responses to teacher instructions. Linguistics and Education, 19(2), 166–178. https://doi.org/10.1016/j.linged.2008.05.005
   Google Scholar
• Bezemer, J., & Jewitt, C. (2010). Multimodality: A guide for linguists. In L. Litosseliti (Ed.), Research methods in linguistics (2nd) ed., pp. 281–304). Bloomsbury Publishing.
   Google Scholar
• Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. https://doi.org/10.1177/0741088307313177
   Web of Science ®Google Scholar
• Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2, 1–27. https://doi.org/10.1515/9783110239331.1
   Google Scholar
• Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging. Cambridge elements in language teaching. Cambridge University Press.
   Google Scholar
• Heller, M., & Duchêne, A. (2011). Pride and profit: Changing discourses of language, capital and nation-state. In M. Heller & A. Duchêne (Eds.), Language in late capitalism: Pride and profit (pp. 1–21). Routledge.
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 140–158). Orient Blackswan.
   Google Scholar
• García, O., Flores, N., Seltzer, K., Li, W., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203–228. https://doi.org/10.1080/15427587.2021.1935957
   Google Scholar
• García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
   Google Scholar
• Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students’ digital video projects as multimodal ensembles. TESOL Quarterly, 48(4), 655–685. https://doi.org/10.1002/tesq.138
   Web of Science ®Google Scholar
• Hafner, C. A., & Miller, L. (2019). English in the disciplines: A multidimensional model for ESP course design. Routledge.
   Google Scholar
• Halliday, M. A., & Matthiessen, C. (2014). Halliday’s introduction to functional grammar (4th) ed.). Routledge.
   Google Scholar
• Hawkins, M. R. (2018). Transmodalities and transnational encounters: Fostering critical cosmopolitan relations. Applied Linguistics, 39(1), 55–77. https://doi.org/10.1093/applin/amx048
   Web of Science ®Google Scholar
• Ho, W. Y. J. (2019a). Developing professional communication: The construction of a multimodal understanding of job interviews. Languages, 4(5), 1–12. https://doi.org/10.3390/languages4010005
   Google Scholar
• Ho, W. Y. J. (2019b). Self-directed language learning: A semiotic analysis of a language learning app. In S. Bagga-Gupta, G. M. Dahlberg, & Y. Lindberg (Eds.), Virtual sites as learning spaces: Critical issues on languaging research in changing eduscapes (pp. 295–327). Palgrave Macmillan.
   Google Scholar
• Ho, W. Y. J., & Li, W. (2019). Mobilizing learning: A translanguaging view. Chinese Semiotic Studies, 15(4), 533–559. https://doi.org/10.1515/css-2019-0029
   Web of Science ®Google Scholar
• Ho, W. Y. J., & Tai, K. W. H. (2020). Doing expertise multilingually and multimodally in online English teaching videos. System, 94, 102340. https://doi.org/10.1016/j.system.2020.102340
   Web of Science ®Google Scholar
• Ho, W. Y. J., & Tai, K. W. H. (2021). Translanguaging in digital learning: The making of translanguaging spaces in online English teaching videos. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.2001427
   Web of Science ®Google Scholar
• Jenkins, J. (2015). Global englishes: A resource book for students. Routledge.
   Google Scholar
• Jewitt, C. (2006). Technology, literacy, learning: A multimodal approach. Routledge.
   Google Scholar
• Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
   Google Scholar
• Kretzenbacher, H. L., Hajek, J., Norrby, C., & Schüpbach, D. (2020). Social deixis at international conferences: Austrian German speakers’ introduction and address behaviour in German and English. Journal of Pragmatics, 169, 100–119. https://doi.org/10.1016/j.pragma.2020.08.007
   Web of Science ®Google Scholar
• Lee, T. K., & Li, W. (2020). Translanguaging and momentarity in social interaction. In A. De Fina & A. Georgakopoulou (Eds.), The Cambridge handbook of discourse studies (pp. 394–416). Cambridge University Press.
   Google Scholar
• Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035
   Web of Science ®Google Scholar
• Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
   Web of Science ®Google Scholar
• Li, W., & Ho, W. Y. J. (2018). Language learning sans frontiers: A translanguaging view. Annual Review of Applied Linguistics, 38, 33–59. https://doi.org/10.1017/S0267190518000053
   Web of Science ®Google Scholar
• Li, W., & Zhu, H. (2019). Tranßcripting: Playful subversion with Chinese characters. International Journal of Multilingualism, 16(2), 145–161. https://doi.org/10.1080/14790718.2019.1575834
   Web of Science ®Google Scholar
• Lim, V. F. (2019). Analysing the teachers’ use of gestures in the classroom: A systemic functional multimodal discourse analysis approach. Social Semiotics, 29(1), 83–111. https://doi.org/10.1080/10350330.2017.1412168
   Web of Science ®Google Scholar
• Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16. https://doi.org/10.1080/13670050.2018.1515175
   Web of Science ®Google Scholar
• Luka, I. (2014). Design thinking in pedagogy. Journal of Education Culture and Society, 5(2), 63–74.
   Google Scholar
• Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
   Google Scholar
• Mondada, L. (2014). The local constitution of multimodal resources for social interaction. Journal of Pragmatics, 65, 137–156. https://doi.org/10.1016/j.pragma.2014.04.004
   Web of Science ®Google Scholar
• Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336–366. https://doi.org/10.1111/josl.1_12177
   Web of Science ®Google Scholar
• Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Pennycook, A. (2020). Translingual entanglements of English. World Englishes, 222–235. https://doi.org/10.1111/weng.12456
   Google Scholar
• Rosa, J. D. (2016). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–183. https://doi.org/10.1111/jola.12116
   Web of Science ®Google Scholar
• Sindoni, M. G. (2014). Through the looking glass: A social semiotic and linguistic perspective on the study of video chats. Text and Talk, 34(3), 325–347. https://doi.org/10.1515/text-2014-0006
   Web of Science ®Google Scholar
• Tai, K. W. H., & Brandt, A. (2018). Creating an imaginary context: Teacher’s use of embodied enactments in addressing learner initiatives in a beginner-level adult ESOL classroom. Classroom Discourse, 9(3), 244–266. https://doi.org/10.1080/19463014.2018.1496345
   Web of Science ®Google Scholar
• Thibault, P. J. (2017). The reflexivity of human languaging and Nigel love’s two orders of language. Language Sciences, 61, 74–85. https://doi.org/10.1016/j.langsci.2016.09.014
   Web of Science ®Google Scholar
• Unsworth, L. (2008). Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 377–405). Erlbaum.
   Google Scholar
• Zhu, H., Otsuji, E., & Pennycook, A. (2017). Multilingual, multisensory and multimodal repertoires in corner shops, streets and markets: introduction. A Special Issue of Social Semiotics, 27(4), 383–543. https://doi.org/10.1080/10350330.2017.1334383
   Web of Science ®Google Scholar
• Zhu, H., Li, W., & Lyons, A. (2017). Polish shop(ping) as translanguaging space. Social Semiotics, 27(4), 411–433.
   Web of Science ®Google Scholar
• Zhu, H., Li, W., & Jankowicz-Pytel, D. (2020). Translanguaging and embodied teaching and learning: Lessons from a multilingual karate club in London. International Journal of Bilingual Education and Bilingualism, 23(1), 65–80. https://doi.org/10.1080/13670050.2019.1599811
   Web of Science ®Google Scholar