Résumés
Résumé
Les associations professionnelles d'enseignants en langues (par exemple, ACTFL, TESOL, CASLT, APLV) ont récemment priorisé les nouvelles littératies et la multimodalité, reconnaissant que les outils numériques permettent de combiner l'écriture, le son et les images. Cependant, les enseignant.e.s se disent mal préparé.e.s à mettre en oeuvre des pédagogies multimodales, rendant indispensable leur préparation systématique. Cette étude a examiné les modes, ressources sémiotiques et relations intersémiotiques dans les infographies numériques créées par des étudiants en linguistique appliquée qui ont resémiotisé un article scientifique sur la technologie dans l'enseignement des langues. S'appuyant sur la resémiotisation et la recontextualisation, l'étude a abordé deux questions : (1) Quels modes et ressources sémiotiques ont été choisis ? (2) Quels facteurs contextuels ont influencé ces choix et façonné la rhétorique ?
Mots-clés :
- multilittératies,
- multimodalité,
- resemiotisation,
- recontextualisation,
- infrographie,
- enseignement des langues,
- professionalisation
Abstract
Language teacher professional associations (e.g., ACTFL, TESOL, CASLT, APLV) have recently prioritized new literacies and multimodality as language teaching goals, recognizing how digital tools enable the combination of writing, sound, and images. However, teachers report feeling unprepared to implement multimodal pedagogies, thus making systematic teacher preparation critical. This study examined modes, semiotic resources, and intersemiotic relationships in digital infographics created by applied linguistics graduate students who resemiotized a scholarly article on technology in language teaching within a multiliteracies-focused hybrid course. Drawing on resemiotization and recontextualization concepts, the study addressed two questions: (1) What semiotic modes and resources were chosen when resemiotizing an article into a digital infographic? (2) What contextual factors influenced these choices and shaped the rhetoric?
Keywords:
- multiliteracies,
- multimodality,
- resemiotization,
- recontextualization,
- infographic,
- language teaching,
- professionalization
Parties annexes
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