To address the problem of second language (L2) literacy development in children who come to school speaking minority languages, we want to understand better if and how participation in videomaking might afford such learners opportunities to enhance their usage of first and second languages (spoken and written) through the production of visual media and participation in multimodal pedagogies.
Emerging multimodal literacies: Second language learners making video
This project provides a finely-grained analysis of conditions that affect how videomaking might be more easily incorporated as a multilingual literacy practice at schools in Canada.
How This Project is Carried Out
We observed Grade 4 students in one school in the Lower Mainland as they went about group videomaking projects. We videotaped their videomaking, interviewed the students and their teachers and are currently engaged in close analysis of our data.
Why This Project Matters
Results will benefit Canadian researchers and educators by advancing our understanding of the literacy learning affordances of video improving the literacy education of language learners will have positive impacts on the social integration and economic futures of
Where to Learn More
Smythe, S., Toohey, K. and Dagenais, D. in press. Video Making, Production Pedagogies and Educational Policy. Journal of Educational Policy.