Multiliteracies Pedagogy and Language Teaching: Stories of PRAXIS from Indigenous Communities

Siekmann, Sabine, Parker Webster, Joan

Multiliteracies Pedagogy and Language Teaching: Stories of PRAXIS from Indigenous Communities
  • 出版商: Springer
  • 出版日期: 2024-05-18
  • 售價: $5,710
  • 貴賓價: 9.5 折 $5,425
  • 語言: 英文
  • 頁數: 130
  • 裝訂: Quality Paper - also called trade paper
  • ISBN: 3031318145
  • ISBN-13: 9783031318146

    • 海外代購書籍(需單獨結帳)

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商品描述

This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching.

The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapterbrings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume.

This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.

商品描述(中文翻譯)

本書提供了一種結合多元識字和第二語言習得理論概念的語言和識字教學方法。這種方法通過在土著語言和英語、雙語和沉浸式教室中進行創新教師生成的行動研究的實例來加以說明，這些教室都處於語言和文化維護和振興的背景下。這些實踐的例子有助於在土著語言和識字教學中將理論與實踐之間的鴻溝拉近。

本書借鑒了批判性實踐理論和多元識字和多模態的概念，特別關注設計循環作為一種概念化和通過研究和教學參與實踐的方式。作者們通過使用參與式教師行動研究方法，追蹤與（語言）教學相關的教師軌跡以及他們在語言振興和維護努力中的位置。最後一章將土著和西方的本體論和方法論觀點結合在一起，進行了一次對話，參與對話的是兩位西方學者和一位土著學者，他們與在本書中呈現的教師研究者一起工作。

本書對於對多元識字、多模態、教師行動研究和土著教育感興趣的學者、研究生、教育從業人員和教育領導者具有重要意義。

作者簡介

Sabine Siekmann is a Professor of Linguistics and Foreign Languages at the University of Alaska Fairbanks. An interdisciplinary applied linguist specializing in language pedagogy, she conducts largely collaborative research in the areas of bilingualism, Indigenous language maintenance and revitalization, second language teaching, computer-assisted language learning, and critical intercultural education. Siekmann's research is informed by cultural historical activity theory, teacher action research, and other critical approaches to language pedagogy and theory. She has directed a series of large-scale federally funded grant projects supporting Alaska Native (language) education through graduate education and materials development. Her previous publications include the co-edited volumes: Task-Based Language Teaching and Learning: Theoretical, Methodological, and Pedagogical Perspective (with Johannes Eckerth) and Communities of Practice: An Alaska Native Model for Language Teaching and Learning (with Patrick Marlow) as well as journal articles and book chapters.

Dr. Joan Parker Webster is a retired Associate Professor of Education at the University of Alaska Fairbanks (UAF). Specializing in multiliteracies, critical pedagogy, and cross-cultural education, she has worked with Alaska Native storytellers and educators on documenting traditional oral stories, as well as producing heritage language storybooks and bilingual materials for children. Currently she is affliated faculty in the UAF College of Rural and Community Development, primarily working within the Indigenous Studies PhD program. She also works as an educational research consultant, primarily as an evaluator for federally funded grant programs. Parker Webster has published numerous journal articles and book chapters on critical ethnography, teacher action research, multiliteracies, multimodal analysis, and critical intercultural education. She continues to work with teacher action research collaboratives in STEAM education and to conduct critical ethnographic research with Alaska Native communities and schools.

作者簡介(中文翻譯)

Sabine Siekmann是阿拉斯加大學費爾班克斯分校的語言學和外語教授。作為一位跨學科應用語言學家，她專注於語言教學法，並在雙語主義、土著語言維護和振興、第二語言教學、計算機輔助語言學習和批判性跨文化教育等領域進行合作研究。Siekmann的研究受到文化歷史活動理論、教師行動研究和其他批判性語言教學和理論方法的啟發。她曾主持一系列大規模的聯邦資助項目，支持阿拉斯加原住民（語言）教育的研究生教育和教材開發。她之前的出版物包括合編的專書：《基於任務的語言教學與學習：理論、方法和教學觀點》（與Johannes Eckerth合著）和《實踐社群：阿拉斯加原住民語言教學與學習模式》（與Patrick Marlow合著），以及期刊文章和專書章節。

Joan Parker Webster博士是阿拉斯加大學費爾班克斯分校（UAF）教育學副教授（已退休）。她專注於多元識字、批判性教育和跨文化教育，曾與阿拉斯加原住民故事講述者和教育工作者合作，記錄傳統口述故事，並製作遺產語言故事書和兒童雙語教材。目前，她是UAF鄉村和社區發展學院的聯合教職員，主要在土著研究博士學位課程中工作。她還擔任教育研究顧問，主要擔任聯邦資助項目的評估員。Parker Webster在批判性民族志學、教師行動研究、多元識字、多模態分析和批判性跨文化教育等方面發表了眾多期刊文章和專書章節。她繼續與STEAM教育中的教師行動研究合作，並與阿拉斯加原住民社區和學校進行批判性民族志研究。

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