Webinar presented by Natalie Amgott, a doctoral candidate in Second Language Acquisition and Teaching at the University of Arizona.
In the twenty-first century, the growing importance of multicultural and multilingual competences is undeniable in our global economy (Douglas Fir Group, 2016). While decades of educators have called for channeling the “multi” into our modes, genres, and registers of language teaching materials (e.g., the New London Group, 1996), little research exists on how multimodal composing can mediate expansion of linguistic and cultural repertoire in L2 contexts outside of EFL and ESL (Kumagai et al., 2015; Schmerbeck & Lucht, 2017).
In this webinar, postsecondary instructors and administrators of world languages will learn how to leverage multimodal composing for language learning and cultural reflection in study abroad contexts. A brief overview of how multimodal composing has been applied to EFL and ESL contexts will highlight how multimodal projects support academic learning (Pacheco et al., 2017), self-reflection (DeJaynes, 2015), and multilingual identities (Cummins et al., 2015). Amgott will then illustrate how the findings in EFL and literacy research can be translated to the postsecondary study abroad arena.
Attendees will learn about the importance of modeling and scaffolding for fostering engagement and access to full multilingual and multimodal repertoires through multimodal composing (Pacheco & Smith, 2015; Smith et al., 2017) and discuss how multimodal and technological workshops can be coupled with discussion of the vlog genre in order for students to reflexively explore their study abroad environment. After this session, attendees will be able to apply their understanding of multimodality and their course context(s) to encourage students to use multimodal vlogging to reflect on cultural and socioemotional experiences, to develop metalinguistic awareness, and to promote goal-setting and accountability in the language learning community.
This event is one in a two-part webinar series on exploring Intercultural communication in the L2 classroom. The other webinar is presented by Manuela Wagner.
Natalie Amgott is a doctoral candidate in Second Language Acquisition and Teaching at the University of Arizona, where she teaches French and co-coordinates the basic language curriculum. Her teaching interests center on interdisciplinary approaches to multiliteracies, program evaluation, and L2 curriculum design for French and ESL. Amgott’s research interests mirror her pedagogical pursuits, and her dissertation focuses on how different groups of stakeholders (e.g., administration, faculty, graduate instructors, and undergraduate students) perceive teaching and learning through project-based multiliteracies courses. Her research published in L2 Journal demonstrates how students learning French abroad use multimodal composing to position themselves as emerging bilinguals. Her other publications and collaborations treat project-based critical literacy, students’ perceptions of multimodal composing, scaffolding of multimodal projects, and multimodality in the linguistic landscape of Orlando.
Registration closes at 5PM (Arizona) on May 7, 2021.
Participants attending can request a certificate of attendance for 1.5 hours of Continuing Education during the live event; or participants they can request a digital badge after the event.
Participants requiring closed captions at the time of CERCLL’s events should request this at least a week in advance by emailing CERCLL at firstname.lastname@example.org.