• Sociocultural Affordances of Using a Musical/Multimodal/Multilingual Approach in a Puerto Rican/Transnational Composition Classroom

    Author(s):
    Karrieann Soto Vega (see profile)
    Date:
    2015
    Group(s):
    Music
    Subject(s):
    Mass media--Study and teaching, Musicology, Translating and interpreting
    Item Type:
    Article
    Tag(s):
    multilingualism, multimodal, music, transcultural writing, transnational, Composition, Media studies, Translation
    Permanent URL:
    http://dx.doi.org/10.17613/M69P63
    Abstract:
    This article presents the results of implementing a musical/multimodal/multilingual pedagogical approach to foster literacy practices in an ESL composition classroom at the University of Puerto Rico-Mayagüez Campus. Based on the students’ written reflections, multimodal texts, and subsequent interviews, this qualitative research study highlights the sociocultural affordances of engaging students in multimodal interpretation of music and music videos, as well as encouraging student production of multimodal texts, while shuttling between languages. Following A. Suresh Canagarajah (2001), if we adopt a negotiation model with multilingual writers, “rather than treating writers as passive, conditioned by their language and culture, we would treat them as agentive, shuttling creatively between discourses to achieve their communicative objectives” (161). This study also joins others who have explored sound’s potential in composing multimodal products (McKee, 2006; Shipka, 2006) but follows a broader conception of multimodal literacy (Jewitt & Kress, 2003) and multimodal discourse (Kress & Van Leeuwen, 2004). Coupling a multimodal teaching approach with multilingual considerations provides students with a space for careful reflection of sociocultural issues within a transnational academic writing setting.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    6 years ago
    License:
    All Rights Reserved
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