Transcultural-Affective Flows and Multimodal Engagements: Reimagining Pedagogy and Assessment with Adult Language Learners

Julianne Burgess, Jennifer Rowsell*

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

13 Citations (Scopus)
122 Downloads (Pure)

Abstract

In this article, we present a research study with a group of newcomer and refugee learners who have resettled in the Niagara region in Canada to create new lives. Over the course of four months, we came to know the stories of fifteen adult language learners, and we witnessed their steady induction, acceptance and enjoyment of multimodal activities. Combining the notions of translanguaging and affective flows with multimodal assessment, we draw out artifactual and interview data to illuminate ways of reframing assessment making it more meaningful and agentive. We push for broader perspectives of language education and a reconceptualization of ways to teach and assess English language learners.
Original languageEnglish
Pages (from-to)173-191
Number of pages19
JournalLanguage and Education
Volume34
Issue number2
Early online date31 Jan 2020
DOIs
Publication statusPublished - 3 Mar 2020

Bibliographical note

The acceptance date for this record is provisional and based upon the month of publication for the article.

Structured keywords

  • SoE Centre for Knowledge, Culture, and Society
  • SoE Language Literacies and Education Network

Keywords

  • multimodality
  • translanguaging
  • resettlement
  • affective flows
  • assessment
  • 3D Model of Literacy

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