Résumés
Résumé
Nous examinons, dans cet article, deux projets de littératie permettant de faire le pont entre les sphères d’activité scolaires, familiales et communautaires. Le premier projet portait sur l’échange international de vidéos produits par des jeunes bilingues et plurilingues du primaire et du secondaire. Le deuxième projet impliquait des apprenants de l’anglais inscrits au primaire dans la création de vidéos documentaires. Le cadre théorique unissant ces deux projets permet de concevoir la production vidéo comme une forme de littératie multimodale mobilisant plusieurs moyens d’expression et ressources du répertoire linguistique. Nous présentons un récit interprétatif pour décrire les interactions entre les enfants et la technologie ainsi que les liens qu’ils tissent entre les apprentissages et les expériences vécues dans différents domaines de leur vie. Nous nous attardons aux conditions matérielles et aux discours institutionnels pour identifier comment ils influencent l’ouverture du milieu scolaire aux littératies multimodales.
Mots-clés :
- production vidéo,
- littératies multimodales,
- jeunes bilingues,
- plurilingues,
- ethnographie
Abstract
In this article we examine two literacy projects that facilitated linkages among spheres of activity at school, in families and in communities. The first project focused on an international exchange of videos produced by bilingual and multilingual learners at primary and secondary levels. The second project involved the creation of documentary videos by English language learners in primary school. According to the theoretical framework underlying these two projects, video production is seen as a form of multimodal literacy that mobilizes multiple forms of expression and resources in multilingual repertoires. We provide a narrative interpretation of interactions between children and technology, and the links they made among learning experiences in different domains of their lives. We also attend to material conditions and institutional discourses to identify how they impact on the inclusion of multimodal literacies at school.
Keywords:
- video production,
- multimodal literacy,
- bilingual youths,
- multilingual,
- ethnography
Resumen
En este artículo examinamos dos proyectos de alfabetización que permiten forjar vínculos entre las esferas de las actividades escolares, familiares y comunitarias. El primer proyecto trataba del intercambio internacional de videos producidos por jóvenes bilingües y plurilingües de primaria y de secundaria. El segundo proyecto implicaba a los alumnos de inglés inscritos en primaria en la creación de videos documentarios. El marco teórico que une estos dos proyectos permite concebir la producción del video como una forma de alfabetización multimodal que moviliza diversos medios de expresión y recursos del repertorio lingüístico. Presentamos un relato interpretativo para describir las interacciones entre los niños, la tecnología y los vínculos que éstos forjan entre los aprendizajes y las experiencias vividas en las diferentes esferas de su vida. Nos detenemos en las condiciones materiales y los discursos institucionales para identificar cómo éstos influencian la apertura de la escuela a alfabetizaciones multimodales.
Palabras clave:
- producción video,
- alfabetización multimodal,
- jóvenes bilingües,
- plurilingües,
- etnografía
Parties annexes
Bibliographie
- Ajayi, L. (2009). English as a second language learners’ exploration of multimodal texts in a junior High school. Journal of Adolescent and Adult Literacy, 52(7), 585-595.
- Armand, F. (2013). Accompagner les milieux scolaires. Les enjeux de la prise en compte de la diversité linguistique en contexte montréalais francophone. In M. Mc Andrew et M. Potvin (éd.), Le développement d’institutions inclusives en contexte de diversité. Recherche, Formation, partenariat (p. 137-152). Presses de l’Université du Québec. Québec.
- Armand, F., Lory, M.-P. et Rousseau, C. (2013). «Les histoires, ça montre les personnes dedans, les feelings. Pas possible si pas de théâtre.» (Tahina). Ateliers d’expression théâtrale plurilingues en classe d’accueil. Revue de linguistique et de didactique des langues (Lidil), 48, 37-55.
- Auerbach, E. (l989). Toward a social-contextual approach to family literacy. Harvard Educational Review, 59(2), 165-182.
- Barad, K. (2011). Nature’s Queer Performativity. Critical Humanities and Social Sciences, 19(2), 121-158.
- Bourdieu, P. et Passeron, J.C. (1970). La reproduction: éléments pour une théorie du système d’enseignement. Paris: Éditions de Minuit.
- Brass, J.J. (2008). Local knowledge and digital movie composing in an after-school literacy program. Journal of Adolescent and Adult Literacy, 51(6), 484-478.
- Bruce, D.L. (2009). Reading and writing video: Media literacy and adolescents. In L. Christenbury, R. Bomer et P. Smagorinsky. (dirs), Handbook of Adolescent Literacy Research (p. 287-303). New York: The Guilford Press.
- Carrington, V. et Robinson, M, (2009). Digital Literacies: Social Learning and Classroom Practices. London: Sage.
- Cope, B. et Kalantzis, M. (dirs.). (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. London, UK: Routledge.
- Cummins, J. (2009). Literacy and English-language learners: A shifting landscape for students, teachers, researchers, and policy makers. Educational Researcher, 38(5), 382-385.
- Cummins, J. et Early, M. (dirs.). (2011). Identity texts: The Collaborative Creation of Power in Multilingual Schools. Stoke on Trent, UK: Trentham Books.
- Dagenais, D. (2012). Littératies multimodales et perspectives critiques. Les Cahiers de l’Acedle, 9(2), 15-46.
- De Castell, S. et Jenson, J. (2007). No place like home: Sexuality, community and identity among street-involved queer and questioning youth. In M. Blackburn et C. Clark, (dirs.), Literacy Research for Political Action and Social Change. New York: Peter Lang.
- Eamer, A. et Hughes, J. (2012). Mediating identies: Digital identity projects in an ESL classroom. In J. Li, N. Gromik et N. Edwards (dirs.), ESL and digital video integration: Case studies (p. 47-62). Alexandria, VA: TESOL Publications.
- Gilmore, P. et Glatthorn, A.A. (dirs.). (1982). Children in and out of School: Ethnography and Education. Washington, DC: Center for Applied Linguistics.
- Gouvernement de la Colombie-Britannique (2010). Grade 4 Curriculum Package. Document téléaccessible à l’adresse www.bced.gov.bc.ca/irp/curric_grade_packages/gr4curric_req.pdf.
- Heath, S.B. (1981). Ethnography in education. In D. Hymes (dir.), Ethnographic monitoring of children’s acquisition of reading/langauge arts skills in and out of the classroom (p. 33-55). Final report for the National Institute of Education: Philadelphia.
- Heath, S.B. (1983). Ways with Words. New York: Cambridge University Press.
- Hernandez-Zamora, G. (2010). Decolonizing Literacy: Mexican Lives in The Era of Global Capitalism. London: Multilingual Matters.
- Hoechsmann, M. et Poyntz, S.R. (2012). Media Literacies: A Critical Introduction. Malden, MA: Wiley-Blackwell.
- Hull, G. et Nelson, M.E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224-261.
- Hull, G. et Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71(4), 575-611.
- Hymes, D. (1964). Introduction: Towards ethnographies of communication. In J.J. Gumperz et D. Hymes (dirs.), The Ethnography of Communication (p. 1-34). Washington, DC: American Anthrophology Association.
- Hymes, D. (dir.). (1981). Ethnographic Monitoring of Children’s Acquisition of Reading/Language Arts Skills in and out of the Classroom. Final report for the National Institute of Education, Philadelphia.
- Ingold, T. (2011). Being Alive: Essays on Movement, Knowledge and Description. New York: Routledge.
- Kalantzis, M. et Cope, B. (2012). Literacies. Cambridge University Press: Cambridge.
- Kanouté, F., et Vatz Laaroussi, M. (2008). Écoles et familles de minorités ethnoculturelles. Revue des sciences de l’éducation, 32(2), 259-515.
- Kendrick, M., McKay, R. et Moffatt, L. (2005). The Portrayal of Self in Children Drawings of Home, School, and Community Literacies. In J. Anderson, M. Kendrick, T. Rogers et S. Smythe. (dirs.), Portraits of Literacy Across Families, Communities, and Schools (p. 185-204). Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
- Lebrun, M., Lacelle, N. et Boutin, J.-F. (2012) Enjeux épistémologiques et pragmatiques de la littératie médiatique multimodale. Ste-Foy: Presses de l’Université du Québec.
- Li, J., Gromik, N. et Edwards, N. (dirs.). (2012), ESL and Digital Video Integration: Case Studies. Alexandria, VA: TESOL Publications.
- Lotherington, H. (2011). Pedagogy of Multiliteracies: Rewriting Goldilocks. New York: Routledge.
- Lotherington, H. et Sinitskaya Ronda, N. (2012). Revisiting communicative competence in the multimedia ELT classroom. In J. Li, N. Gromik et N. Edwards (dirs.), ESL and Digital Video Integration: Case Studies (p. 9-32). Alexandria, VA: TESOL Publications.
- Madison, D. S. (2011). Critical Ethnography: Methods, Ethics and Performance. London: Sage.
- Mills, K.A. (2010). Filming in progress: New spaces for multimodal designing. Linguistics and Education, 21(1),14-28.
- Pahl, K. et Rowsell, J. (dirs.). (2006). Travel Notes from the New Literacy Studies: Instances of Practice. Clevedon: Multilingual Matters.
- Soep, E. (2006). Beyond literacy and voice in youth media education. McGill Journal of Education, 41(3), 197-213.
- St. Pierre, E. et Jackson, A. (2014). Introduction. Special issue: Qualtiative data analysis after coding. Qualitative Inquiry, 20(6), 716-719.
- Stein, P. (2004). Representation, rights, and resources: Multimodal pedagogies in the language and literacy classroom. In B. Norton et K. Toohey (dirs.) Critical Pedagogies and Language Learning (p. 95-115). Cambridge, UK: Cambridge University Press.
- Street, B. (2003). What’s “new” in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77-91.
- Toohey, K. et Dagenais, D. (2015). Videomaking as sociomaterial assemblage. Language and Education, 29(4). 302-316.
- Toohey, K., Dagenais, D., Schulze, L. (2012). Second language learners making video in three contexts. Language and Literacies, 14(2), 75-96.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. M. Cole, V. John-Steiner, S. Scribner et E. Souberman (dirs.). Cambridge MA: Harvard University Press.
- Wertsch, J. (1991). Voices of the Mind. Cambridge, MA: Harvard University Press.