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This is the final published version of an article that has been published in its final definitive form by National Foreign Language Resource Center, University of Hawaii, 2020.
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Within the new and growing interest in semiotic resources in online multimodal language learning and teaching, the approach of multimodal translingual practices is promising. As such, although L1 use is theoretically established as one of the many semiotic resources to be drawn upon for meaning-making as part of learners’ integrated repertoire,its role as a catalyst for the establishment of social presence is under-theorised. This paper presents detailed micro-analyses of videoconferencing interactions of three pairs of language learners, and offers a social semiotic account illustrating transformative processes of transformation,transduction andmimesis (Bezemer & Kress, 2016). This study makes a unique contribution by demonstrating how translingual practice is mobilised with concomitant multimodal resources, and how this social-semiotic practice interweaves with all three dimensions of social presence (affective, interactive, and cohesive). It proposes that as a contributing factor to social presence, L1 use can assume a more prominent role in support for online language learning and teaching by helping learners project themselves socially and emotionally into their online interactions, and engage in a variety of transformative processes offering various learning potentials.
Author(s): Satar M
Publication type: Article
Publication status: Published
Journal: Language Learning and Technology
Online publication date: 01/02/2020
Acceptance date: 22/05/2019
Date deposited: 26/06/2019
ISSN (electronic): 1094-3501
Publisher: National Foreign Language Resource Center, University of Hawaii