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首页> 外文期刊>The Urban Review >Video 'Reading' and Multimodality: A Study of ESL/Literacy Pupils' Interpretation of Cinderella from Their Socio-historical Perspective
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Video 'Reading' and Multimodality: A Study of ESL/Literacy Pupils' Interpretation of Cinderella from Their Socio-historical Perspective

机译：视频“阅读”和多模式性：ESL /扫盲学生从社会历史角度解读灰姑娘的研究

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摘要

The purpose of this study was to investigate how Hispanic ESL/literacy learners used their socio-historical experiences and multimodal resources to mediate interpretation and representation of Cinderella. Eighteen third-grade pupils "read" the video and re-created their understandings in pictures and sentences. The findings suggest that (a) Cinderella should be studied in ESL/literacy curricula as an object of social knowledge and critical analysis, (b) ESL/literacy teachers can use the self-reflective approach to facilitate a critical interpretation of popular cultural texts, and (c) reconceptualizing elementary ESL/literacy classrooms as semiotic spaces allows pupils to interpret videos with a wide range of multimodal resources, and in the process, become consumers and producers of systems of communications.
机译：这项研究的目的是调查西班牙裔ESL /识字学习者如何利用他们的社会历史经验和多式联运资源来调解灰姑娘的解释和表现。 18名三年级学生“阅读”了视频，并通过图片和句子重新建立了他们的理解。研究结果表明：（a）应在ESL /扫盲课程中研究灰姑娘，作为社会知识和批判分析的对象；（b）ESL /扫盲教师可以使用自我反思的方法来促进对流行文化文本的批判性解释， （c）将基本的ESL /识字教室重新概念化为符号空间，使学生可以用多种多样的资源解释视频，并在此过程中成为通信系统的消费者和生产者。

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