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首页> 外文期刊>Computers and Composition >Observing literacy learning across WeChat and first-year writing: A scalar analysis of one transnational student's multilingualism
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Observing literacy learning across WeChat and first-year writing: A scalar analysis of one transnational student's multilingualism

机译：观察微信和一年级写作中的识字学习：对一名跨国学生的多语言能力的标量分析

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摘要

Writing research has yet to fully explore multilingual, transnational students' literacies as negotiated across formal, informal, and digital spaces and as mediated by semiotic and identity resources mobilized across local and translocal contexts. This study draws on theoretical concepts of polycentricity and scale (Blommaert et al., 2005a, 2005b; Canagarajah & De Costa, 2016) to examine one Chinese international student's (Morgan) literacies across an honors-designated first-year writing class and WeChat (a popular social networking smartphone application). Based on detailed tracing of Morgan's literacies, this study examines her language and identity practices as mediated by local and translocal semiotic resources distributed across spaces and times. In connecting WeChat and the writing classroom as two centers of Morgan's multilingual work, this study provides a nuanced account of spaces as semiotic resources that operate with normative values that legitimize certain language practices while constraining others. A scalar analysis of Morgan's self- and school-sponsored literacies complicates current accounts of digital literacies as expanding opportunities for literacy learning by suggesting ways in which literacy mobility might be constrained by power differentials that position spaces and language practices in hierarchical orders.
机译：写作研究尚未全面探讨跨正式，非正式和数字空间谈判的多语言，跨国学生的素养，以及在本地和跨本地环境中调动的符号学和身份资源的调解作用。本研究借鉴了多中心性和规模的理论概念（Blommaert等人，2005a，2005b; Canagarajah和De Costa，2016），研究了荣誉授予的一年级写作班和微信上的一名中国留学生（Morgan）的文学素养。流行的社交网络智能手机应用程序）。根据对摩根文学的详细追踪，本研究考察了她的语言和身份习俗，这些语言和身份习俗是由分布在空间和时间上的本地和跨本地符号学资源介导的。在将微信和写作教室作为Morgan多种语言工作的两个中心进行连接时，本研究对空间作为符号资源进行了细微的说明，这些符号资源以规范性价值运作，使某些语言习惯合法化，同时又限制了其他语言习惯。对Morgan自己和学校赞助的扫盲的标量分析，通过提出以可能的方式限制扫盲流动性的方法来限制扫盲流动性，而扫盲的机会是通过将权力空间和语言习惯按等级顺序排列来限制扫盲流动性，从而使扫盲学习的机会不断扩大。

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