馃挱 Mind-Map 馃挰
Dear professor and classmates,
This is my mind map for the reading "Transemiotizing and Re-sourcing Resources in Language Education: Towards a Multimodal Social Semiotic Perspective on Intercultural Communication" (脕lvarez Valencia, 2022).
You can also follow this link to have a full view of my mind map: Hans' Mind Map
Reference
脕lvarez Valencia, J. A. (2022). Transemiotizing and re-sourcing resources in language education: Towards a multimodal social semiotic perspective on intercultural communication. In N. Miranda, A.M. Mej铆a & S. Valencia (Eds.), Language education in multilingual Colombia: Critical perspectives and voices from the field (pp. 172-187). Routledge.
Guiding question: In what ways does 脕lvarez Valencia’s (2022) argument resemble or contradict that of Wei’s (2018) argument in “Translanguaging as a practical theory of language”? To answer this question, I want to approach my argument by analyzing the general similarities and some deep differences I found from both readings in the following lines.
ReplyDeleteFirst of all, Wei (2018) and 脕lvarez Valencia (2022) are clear in the need to consider other possibilities / resources in the language classrooms in terms of spaces that help learners in the process of meaning-making by catering social, political, material, spatial, cultural, ethical and historical arrangements of the individuals. With this in mind, Wei (2018) coined terms such as translanguaging space and translanguaging instinct to reconfigure the way language teaching and learning is taking place inside the classroom from a more language-based approach for communication. This language-centered view of language learning is well accepted as translanguaging might be also closely related “to criticality, critical pedagogy, social justice, and the linguistic human rights agenda” (Wei, 2018, p. 24). Regarding this, 脕lvarez Valencia (2022) proposes a multimodal social semiotics perspective on intercultural communication as the possibility to decolonize the classroom from a more critical perspective. This requires the co-construction of equitable and just learning scenarios that incorporate and care about other intersemiotic resources that interplay (Garc铆a, 2009; Stein, 2004, 2008; Stein & Newfield, 2007, as cited in 脕lvarez Valencia, 2022). Generally speaking, Wei (2018) and 脕lvarez Valencia (2022) bear in mind the need to look for other ways of understanding language learning by considering other available resources that language users usually take as part of their daily lives.
From my view, 脕lvarez Valencia (2022) transcends the concept of translanguaging by thinking of a broader stance on language teaching and learning. Trans-semiotizing, resourcing resources and bringing multimodality to the arena is the possibility to consider other cultural semiotic resources as part of the different modes of communication. As affirmed by 脕lvarez Valencia (2022) “decolonizing education embraces trans-semiotic practices in classrooms” (p. 182). This means communication implies the acknowledgement of different cultural semiotic resources (images, language, color, sounds, gestures, forms, among others) that interplay and converge at the same time, without any significant superiority from one over the others in meaning-making.
Word count (370)
Dear Hans,
ReplyDeleteI agree with you in the statement that professor 脕lvarez "transcends the concept of translanguaging." As you said, he states a broader stance on language teaching and learning. 脕lvarez goes beyond the traditional language-centered approach that has been used in ineducational scenarios, F/SL fields, and classrooms for many years.
Additionally, I know your research process is closely related to critical discourses, and I understand why the part of decolonizing education embraces trans-semiotic practices in classrooms stated by 脕lvarez Valencia (2022) draw your attention. You understand that this process implies being aware of different cultural semiotic resources, I would add that being aware of our students' use and display of those resources as the way they connect their meanings with their cultural background, reality, and context. As school language teachers, we have a new opportunity to see that process every day in the diverse population that converges and interacts in our classrooms, as well as connect that process with our critical position, allowing interactions of our students' resources in light of contextual issues such as social justice, inequalities, among others.
Dear Cata,
DeleteThanks for your reply. I agree with you in the sense that language teachers have the opportunity to directly evidence the processes our students are having in becoming more critical subjects
Hans:
ReplyDeleteI think you and I agree on the neuralgic themes of convergence and divergence between 脕lvarez's and Wei's arguments. While reading your post, I thought about the idea you mention, building on 脕lvarez, that trans-semiotizing practices have a decolonial mission in F/SL classrooms. I think that as foreign language teaching professionals we are prone to think about these issues, however I wonder if the same thing happens in other areas, among teachers of Spanish, mathematics, or biology, for example. If we agree that trans-semiotization is an organic way in which human beings communicate, then I consider it necessary for all areas of knowledge to be aware of what this implies in the learning of any subject. I think that the school, in general, uses practices that are too prescriptive regarding reading, writing and oral reports as almost exclusive means of acquiring knowledge and enacting academic communication.
So, with this in mind, I would like to make the most of this discussion to ask you, Catalina and Jeff: What happens in the schools where you teach? Could it be that professors from other areas are also thinking about decolonizing possibilities of transemiotization in their fields of knowledge? Are you as F/SL teachers the only ones thinking out these alternatives way of teaching?
Dear Alex,
DeleteThanks for your reply. Interesting and tricky question. In my case, these terms are not being addressed in the school where I teach. As professor 脕lvarez affirm in his audio-recording reply, most teachers know unconsciously about some multimodal tasks or projects. However, this is not a conscious practice that leads to multimodal pedagogies, translanguaging or even trans-semiotizing
Hello Hans, here is my commentary about your post https://voca.ro/168zB9QBEFxA
ReplyDeleteDear professor,
DeleteThanks for your reply. Very nice to listen to your feedback. Definitely, I enjoyed designing and working on my mind-map. I agree with you in the sense that both arguments are valid. Of course, language classrooms need teachers who engage learners into interactions that consider "other" cultural semiotic resources from the own and other cultural groups.
Regards,
Hello Alex: check out this reaction https://voca.ro/15jlQy2yHlTv
ReplyDelete