Exploring Students' Language Mode Selection in Litoracy Classes
Submitted by:
Byeonggon Min
Abstract:
The term “litoracy”, first coined by Burn(2009), refers to the combination of literacy and oracy within the media environment. It challenges the conventional view that separates literacy from oracy, drawing a distinct line between written and spoken language and that recognizes four skills(listening, speaking, reading, writing) as a single mode. Grounded in the perspective that language abilities interact integratively(Uppstad, 2006), this study delves into “litoracy practices” in classroom discourse, investigating how students select their language modes for learning and how each mode intersects and integrates.
The study aims to (a) capture learners' language mode selection, switching, and mixing during class work while exploring litoracy practices, (b) unravel the structure of (re)contextualized language mode selection, switching, and mixing in classroom discourse, explaining its complexity, and (c) interpret contextualization cues suggesting that learners strategically and complementarily choose language modes during class. To achieve this, moments at which learners use the four language modes were categorized into layers of selection, switching, and mixing. Micro-contexts surrounding them were analyzed at the levels of message units, interactional units, and phase units, aiming to understand comprehending litoracy as a contextualized practice related to talking, interacting, thinking, valuing, and believing in communication culture and understanding and interpreting texts(Bloome et al., 2008; Gee, 2015).
Micro-ethnographic discourse analysis(MEDA) was employed for data analysis, focusing on “telling cases(Mitchell, 1984)” that make theoretical relationships or the complexity of issues visible. This study (a) foregrounds micro-interactions(key events) related to language mode selection, switching, and mixing, providing detailed descriptions, and (b) enables inference of context influencing language mode selection, exploring ways of knowing, doing, and being constructed within the micro-events of the local setting. The study centered on a short-term project-based litoracy class with 38 second-grade middle school students, interpreting language mode selection based on field notes, questionnaires, textbooks, and other outputs. The validity of the analysis was ensured through triangulation and member checking.
This approach facilitates the recognition of language mode selection as “contextualized litoracy practices” rather than isolated acts, perceiving learners with agency as “active designers(Gee, 2015)” who strategically choose language modes considering communication purposes and situations.
(keywords)
literacy, oracy, litoracy practices, contextualization, micro-ethnographic discourse analysis
(references)
Bloome, D., Carter, S. P., Christian, B. M., Madrid, S., Otto, S., Shuart-Faris, N., & Smith, M. (2008). On discourse analysis in classrooms: Approaches to language and literacy research. Teachers College Press.
Burn, A.(2009). Making New Media: Creative production and digital literacies. New York: Peter Lang.
Gee, J. P. (2015). Literacy and Education. Routledge.
Mitchell, C. J.(1984). Typicality and the case study. In Ellen, R. F.(Ed.), Ethnographic Research: A Guide to General Conduct(pp. 238-241). New York: Academic.