New multimodal designs for foreign language learning

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New multimodal designs for foreign language learning. / Kasch, Henrik.

I: Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, Bind 5, 2, 12.12.2018, s. 28-59.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Kasch, H 2018, 'New multimodal designs for foreign language learning', Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, bind 5, 2, s. 28-59. https://doi.org/10.7146/lt.v4i5.111561

APA

Kasch, H. (2018). New multimodal designs for foreign language learning. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, 5, 28-59. [2]. https://doi.org/10.7146/lt.v4i5.111561

CBE

Kasch H. 2018. New multimodal designs for foreign language learning. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi. 5:28-59. https://doi.org/10.7146/lt.v4i5.111561

MLA

Kasch, Henrik. "New multimodal designs for foreign language learning". Learning Tech – Tidsskrift for læremidler, didaktik og teknologi. 2018, 5. 28-59. https://doi.org/10.7146/lt.v4i5.111561

Vancouver

Kasch H. New multimodal designs for foreign language learning. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi. 2018 dec 12;5:28-59. 2. https://doi.org/10.7146/lt.v4i5.111561

Author

Kasch, Henrik. / New multimodal designs for foreign language learning. I: Learning Tech – Tidsskrift for læremidler, didaktik og teknologi. 2018 ; Bind 5. s. 28-59.

Bibtex

@article{79a3f2d3472d4473b5b01848bed7d627,
title = "New multimodal designs for foreign language learning",
abstract = "Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design{\textquoteright}s viability.",
author = "Henrik Kasch",
year = "2018",
month = dec,
day = "12",
doi = "10.7146/lt.v4i5.111561",
language = "English",
volume = "5",
pages = "28--59",
journal = "Learning Tech – Tidsskrift for l{\ae}remidler, didaktik og teknologi",
issn = "2445-6810",
publisher = "L{\ae}remiddel.dk",

}

RIS

TY - JOUR

T1 - New multimodal designs for foreign language learning

AU - Kasch, Henrik

PY - 2018/12/12

Y1 - 2018/12/12

N2 - Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.

AB - Semiotic multimodality theory speaks of new learning affordances in media ecologies, which is both theoretically and empirically echoed in UDL and in CALL literature, but owing to their neuro-didactic respectively technology-driven standpoints both approaches lack theoretical underpinnings for ecology and semiotic multimodality. Enhanced with multimodality theory and ecological perspectives UDL and CALL can crossbreed, forming a multimodally and ecologically aware inclusive design for language learning. This study from an ongoing project investigates the hypothesis from a theoretical and an empirical perspective, examining digital scaffolds. Multimodal-semiotic and ecological perspectives are used to analyse affordances and ecologies in CALL and UDL learning designs. From this analysis, a principled UDL-CALL learning design is constructed. For empirical testing, a mixed-methods research design is proposed, presenting preliminary results indicative of the design’s viability.

U2 - 10.7146/lt.v4i5.111561

DO - 10.7146/lt.v4i5.111561

M3 - Journal article

VL - 5

SP - 28

EP - 59

JO - Learning Tech – Tidsskrift for læremidler, didaktik og teknologi

JF - Learning Tech – Tidsskrift for læremidler, didaktik og teknologi

SN - 2445-6810

M1 - 2

ER -