This study examined parent-child interactions during foreign-language shared reading of Anglophone picturebooks at home by Chinese parents. It is among the first to probe foreign-language shared reading in the home setting. Data was obtained from in-depth ethnographic observation of seven parent-child dyads and from interviews, with a survey comprising 565 parent respondents providing background for this wider evidence. A grounded theory approach was applied to generate a new, five-part typology of Chinese parents' English picturebook reading practices. This new typology reveals the diversity of parent-child interaction processes by categorizing them according to five foci: the literal focus, the literacy skill focus, the literary focus, the exploratory focus and the digital focus. The findings of this study may have a reciprocal effect on the study of first- and second-language shared reading practices and can be applied to analysis of or intervention in shared reading, at home or in school settings.
Framed within multimodality and situated in a bounded socio-geographical context (i.e., Vancouver), this ethnographic case study provides an in-depth analysis of a bilingual 8-year-old girl’s literacy practices of meaning-making established across varied semiotic modes (i.e., linguistic, visual, audio, spatial, embodied, kinesthetic) during COVID-19. The study draws upon 13 open-ended informal interviews, three sessions of imaginative play, and 16 participant-generated artifacts. The findings revealed two themes (i.e., drawing as collective meaning-making; play as embodied, anthropomorphic meaning-making) that show how the child’s interactions with humans and nonhumans (e.g., toys, objects) contributed to her multimodal meaning-making during the pandemic, which might be beneficial for children in different contexts.
This article explores the role of literary user preference and experience of contextualizing information in the interpretive responses to poems on PhoneMe, a social media web-platform and mobile app for place-based spoken word poetry. 137 education students in three Canadian universities participated by completing a survey that asked them to choose one of three stylistically distinct poems and subsequently introduced multimodal contextual information about the poet and location inspiring the poem. Findings indicate a productive tension between the reader/user’s interpretive agency with typographic text and the increasing relationality imposed by indexical, transmodal information, thus helping to update Reader Response theory.
Cet article explore le rôle de la préférence des utilisateurs littéraires et de l'expérience de contextualisation des informations dans les réponses interprétatives aux poèmes sur PhoneMe, une plate-forme Web de médias sociaux et une application mobile pour la poésie parlée basée sur le lieu. 137 étudiants en éducation de trois universités canadiennes ont participé en remplissant un sondage qui leur demandait de choisir l'un des trois poèmes stylistiquement distincts et ont ensuite introduit des informations contextuelles multimodales sur le poète et le lieu inspirant le poème. Les résultats indiquent une tension productive entre l'agence interprétative du lecteur/utilisateur avec le texte typographique et la relationnalité croissante imposée par l'information indexicale et transmodale, contribuant ainsi à mettre à jour la théorie de la réponse du lecteur.
Recognizing the cultural transitions Chinese international students undergo as readers in the Canadian higher education system, this study explores the difficulties encountered by four Chinese students and uncovers how they experienced, responded to, and transformed in a new cultural reading environment. Focusing on the notion of a reader’s identity, this study uses narrative inquiry to show how participants’ readers identities are reconstructed in a new cultural reading environment. It concludes that readers’ identities reflect readers’ different cultural memberships. As international students crossing cultural boundaries, their identities as readers shape how they interpret and understand the meaning of reading materials.
This case study explored the experiences with transmediation by a fourth grade student with learning disabilities (LD) and his teacher. Findings revealed that the student encountered mixed responses to his practices by the classroom community. Underlying these perspectives were issues of social capital contributing to the power dynamics of the classroom, and two contrastive provincial curriculum documents guiding classroom literacy instruction and assessment. Drawing on these findings, we discuss the nuances and complexities of transmediation for students with diverse learning needs.
Back issues of Language and Literacy / Langue et littératie