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Multimodal Mediation and Argumentative Writing: A Case Study of a Multilingual Learner’s Metalanguage Awareness Development

  • Dong-shin ShinEmail author
Chapter
Part of the Educational Linguistics book series (EDUL, volume 33)

Abstract

This case study investigates the designing processes of the argumentative multimodal writing of a sixth grade bilingual student in an English language arts class. Drawing on social semiotics, it looks at how one student appropriated the semiotic affordances available in multimodal writing with digital technologies and how multimodal writing practices shaped his argumentative writing process and metalanguage development. Findings show that the student’s developing awareness of metafunctions and metalanguages of various semiotic modes and intermodal relations allowed him to realize the register of argument (i.e., that there should be a memorial for the victims of Sandy Hook Elementary School shooting tragedy) in his text.

Keywords

Social semiotics Multimodal writing Metalanguage Bilingual learners 

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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.University of CincinattiCincinattiUSA

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