Investigates how a nationwide socio-educational policy in Uruguay impacted interaction and learning in an English as a Foreign Language classroom
Introduces scalar analysis to understand the fractal nature of education policy as meaning-making
Demonstrates what policy can mean for various stakeholders, as well as students and teachers
Germán Canale is Associate Professor at the Institute of Linguistics in the Faculty of Humanities and Education Sciences at the Universidad de la República, Uruguay.
"This book represents a remarkable achievement. It brings the calm of clear, principled discussion to the contemporary turbulence and cacophony of contesting voices and claims in sites of profound social, technological and pedagogic change. It confronts the inordinate complexity of practices, materials, technologies and policies by assembling a powerful, seamlessly integrated, coherent toolkit. It will serve practitioners, greatly advance theory and offer strategies for policy makers in equal measure.” (Gunther Kress, Professor of Semiotics and Education, University College London, UK)
"Germán Canale expands Halliday´s notion of "learning how to mean”, emphasizing learners´ agency as meaning-makers in new school practices of communication and learning. From a multimodal socio-semiotic approach to learning, he proposes new ways to understand semiosis as a situated practice at different scales, challenging us -educators and discourse analysts - to recognize the learning that takes place in classrooms.” (Dominique Manghi H., Profesora Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Chile)
This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.
Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making
Chapter 2. Analyzing meaning across scales
Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making
Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay
Chapter 5. Technology and EFL across policy scales
Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom
Chapter 7. Learners as sign-makers: Technology, learning and assessment
Chapter 8. Conclusions.
This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers.
This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.
Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making.- Chapter 2. Analyzing meaning across scales.- Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making.- Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay.- Chapter 5. Technology and EFL across policy scales.- Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom.- Chapter 7. Learners as sign-makers: Technology, learning and assessment.- Chapter 8. Conclusions.
Über den Autor
Germán Canale is Associate Professor at the Institute of Linguistics in the Faculty of Humanities and Education Sciences at the Universidad de la República, Uruguay.
Inhaltsverzeichnis
Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making
Chapter 2. Analyzing meaning across scales
Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making
Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay
Chapter 5. Technology and EFL across policy scales
Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom
Chapter 7. Learners as sign-makers: Technology, learning and assessment
Chapter 8. Conclusions.
Klappentext
This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.rn
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Investigates how a nationwide socio-educational policy in Uruguay impacted interaction and learning in an English as a Foreign Language classroom
Introduces scalar analysis to understand the fractal nature of education policy as meaning-making
Demonstrates what policy can mean for various stakeholders, as well as students and teachers
