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Technologically-mediated CRT in Chinese bilingual content and literacy…
Technologically-mediated CRT in Chinese bilingual content and literacy learning
Findings
technologically-mediated
rules
- encourage children's participation in content learning
(creative)
agency
: transnational association - ethnolinguistic child wanted to get across to engage everyone in extending more culturally productive conversations
Read-aloud: social imagination & visualization strategy - bicultural Teachers & transcultural bilinguals
co-construct and (re) negotiate cultural production
(e.g. draw on life experience to recognize the picture of an animal)
technology-oriented actions → produce more Chinese language: negotiating turn-taking
technologically-mediated
roles
- engage cultural production
practice roles in corresponding contexts (role of inquirers, role of culture producers)
technologically-mediated
tools
- promote Chinese literacy
transliteration practices
(spoken/written translanguaging practice): notably in the family terms (e.g. Meimei)
Digitally stroking process also allows dynamic character / stroke transformation experience, which enhances learning authoring further.
Various
input methods
→ technologically interactive learning (stroking + recognition)
multimodal cultural production approach:
a new expansion in CRT
understand
Funds of Knowledge
→ multigenerational family engagement: build new family-teacher relationships that break formal-informal learning boundaries
leverage the cultural knowledge
individual actions → (intangible role of culture) → group sharing of meaning: produce / (re) construct
cultural narratives
Theoretical framework
Cultural-Historical Activity Theory (CHAT)
activity system: the triangular model
an object / motive
for the activity
mediating tools
(artifacts),
rules
(when and for what purposes the activity is used),
community
, division of labor (
roles
)
a subject
(actor)
technology = mediating tool + artifact supporting individual learning
sociocultural lens
digitally-mediated bilingual content learning experience =
social practice + cultural production
Methods
literacy activities：
inquiry-based
Whole-class discussions (Write-up discussion)
Table conversations
Digital publications
group collaborative urban ecosystem collages
e.g. open personal social media accounts to record everyday ecosystems
produce cultural science learning (生肖 - animals)
theoretical concepts
micro-analysis
of Chinese language practices ← technological interactions at a
meso-level
(meaning analysis: mirco-macro connection) ←
contextual macro-level
of Chinese bilingual ed.
Critical Discourse Analysis
(Fairclough, 2003): address a
social problem
in cultural production