Multimodal Macrogenre Of The Preschool Education Classroom
A Case Study
Keywords:
children’s education. interaction. multimodal curricular macrogenres.Abstract
The construction of meaning in the classroom has been studied from different disciplines and linguistic perspectives. This research has provided a nurturing discursive characterization of the interaction between the teacher and her or his students in the classroom. Considering such investigation, this study is within the scope of multimodal pedagogical discourse research from the social semiotic perspective (Kress & van Leuween, 2001) and aims to characterize the multisemiotic discursive construction of public Chilean Preschool Education interactions, i.e., what are the semiotic resources with which the educator, along with her or his group of preschool students build and negotiate meanings in the classroom. For this purpose, an audiovisual corpus consisting of twelve days of classes is raised, which is analyzed using a qualitative methodology. The results make it possible to identify a specific register that consists of Multimodal Curriculum Macro-genres of two types: Daily MCM (regulatory) and Thematic MCM (instructional). The findings highlight substantial differences linked to the three ways of characterizing each of them: (a) construction of meaning; (b) types of interaction; (c) semiotic orchestration.
Downloads
References
Badillo, C., Córdova, J.P., Manghi, D. y Hass, V. 2013. Cine, fotografía, caricaturas, mapas y ¿por qué no? pizarrón. Potencial semiótico y orquestación de recursos para la enseñanza. Ponencia presentada en el Congreso Internacional de Creatividad e Innovación, Universidad de Concepción, Concepción.
Barriga, F. 2003. Cognición situada y estrategias para el aprendizaje significativo. Revista Electrónica de Investigación Educativa 5,2: 105-117.
Bernstein, B. 1990. La estructura del discurso pedagógico. La Curuña: Morata.
Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity. London: Rowan y Littlefield.
Bernstein, J. y Kress, G. 2016. Multimodality Learning and Communication. A Social Semiotic Frame. Londres: Routledge.
Carrasco, A. y Schade, N. 2013. Estrategias que utilizan las educadoras de párvulos en el aula inicial para abordar los conflictos entre niños y niñas de 4 a 6 años de edad. Revista Psicoperspectivas 12, 2: 104-116.
Ching Su, Y. 2008. Teachers and students as transmediators: a case study of how a teacher uses multiple semiotic systems to support kindergarteners multiliteracies performance. Tesis de doctorado. The Ohio State University, Ohio.
Christie, F. 2002. Classroom discourse Analysis. Functional perspective. London: Continuum.
Christie, F. y Derewianka, B. 2010. School discourse: Learning to write across the years of schooling. London: Continuum International Publishing Group.
Christie, F. y Martin, J. 1997. Genre and Institutions: social processes in the workplace and school. London: Pinter.
Cueto, D. 2011. Equidad de género en preescolar. Lenguaje sexista en el aula. Ponencia presentada en el XI Congreso Nacional de Investigación Educativa. Instituto nacional para la educación de adultos, Monterrey.
Dogan, Z. 2010. Preschool Children’s Multimodal Meaning Making: Verbal and Nonverbal Comunication within Two Different Clasroom Settings. Tesis doctoral. Florida State University. USA.
Eggins, S. y Martin, J. 2003. El contexto como género: una perspectiva lingüística funcional. Revista Signos 36, 54: 185- 205.
Granly, A. y Maagero, E. 2012. Multimodal texts in kindergarten rooms. Education Inquiry 3, 3: 371”“386.
Halliday. M. 1978. El lenguaje como semiótica social. México: Fondo de cultura económica.
Hasan. R. 2002. [Disponible en línea en http://lchc.ucsd.edu/mca/Paper/JuneJuly05/ HasanVygHallBernst.pdf]. Semiotic mediation, language and society: three exotripic theories - Vygotsky, Halliday and Bernstein. [Consulta: 21 de abril de 2016].
Hodge, R. y Kress, G. 1988. Social Semiotics. Cambridge: Polity.
Jewitt, C. y Kress, G. 2003. Multimodal Literacy. New York: Peter Lang.
Kress, G. 2010. Multimodality. A social semiotic approach to contemporary communication. Oxon: Routledge.
Kress, G. 2013. Multimodal discourse analysis from. En J. Gee y M. Handford (Eds.). The Routledge Handbook of Discourse Analysis, pp.35-50. London: Routledge.
Kress, G. y Van Leeuwen, T. 1996. Reading images: The grammar of visual design. London: Routledge
Kress, G. y Van Leeuwen, T. 2001. Multimodal Discourse. The Modes and Media of Contemporary Communication. London: Arnold.
Lave, J. 1991. La cognición en la práctica. Barcelona: Paidós.
Lave, J. y Wenger, E. 1991. Situated Learning. Legitimate peripheral participation. New York: Cambridge University Press.
Lemke, J. 1997. Aprender a hablar ciencia. Lenguaje, aprendizaje y valores. Barcelona: Paidós.
Malhue, K. 2018. Caracterización Multimodal de los géneros discursivos que construyen la interacción entre la educadora y los párvulos en el Registro Pedagógico de la Educación Parvularia chilena: un caso del sistema público. Tesis de doctorado, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.
Martin, J. 1992. English text: system and structure. Philadelphia: Benjamins.
Martin, J. 1993. Genre and literacy - modelling context in educational linguistics. Annual Review of Applied Linguistics 13: 141-172.
Martin, J. 1997. Register and genre: modelling social context in functional linguistics - narrative genres. En E. Pedro (Ed.). Proceedings of the First Lisbon International Meeting on Discourse Analysis. Lisbon: Colibri.
Martin, J. y Rose, D. 2007. Interacting with Text: the role of dialogue in learning to read and write. Foreign Languages in China 4, 5: 66”“80.
Martin, J. y Rose, D. 2008. Genre Relations: Mapping Culture. London: Equinox.
Martin, J. y Rose, D. 2012. Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield: Equinox.
Matthiessen, C. 2008. “The architecture of grammar” according to the systemic functional theory of language.
McGoron, F. 2011. Efficacy of Preschool Teacher Math Talk. Tesis de doctorado, University of Cincinnati, Ohio, United States.
Ministerio de Educación. 2002. Bases curriculares de la Educación Parvularia. Santiago: Maval.
Papadopoulou, M. y Christidou, V. 2004. Multimodal Text Comprehension and Production by Preschool Children: An Interdisciplinary Approach of Water Conservation. International. International Journal of Learning 11, 1: 917-927.
Pérez, S. 2013. Competencias lingüísticas de docentes de párvulos. Un análisis del discurso conversacional de profesionales de la Junta Nacional de Jardines Infantiles. Revista Electrónica Educare 18, 1: 177-192.
Rail, S. 2007. Estrategias de reformulación utilizadas por los profesores en los discursos de divulgación científica en contextos de educación infantil. Tesis de doctorado, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile.
Vigotsky, L. 1979. El desarrollo de los procesos psíquicos superiores. Barcelona: Editorial Crítica.
Vigotsky, L. 1998. Pensamiento y lenguaje. Madrid: Aprendizaje Visor.
Wells, G. 2009. The social context of language and literacy development. En O. Barbarin y B. Wasik (Eds.). Handbook of early development and early education: Research and practice, pp. 271-302. New York: Guilford Press.
Wertsch, J. 1985. Vygotsky and the social formation of mind. Cambridge: Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors retain the copyright and guarantee RALED the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with recognition of authorship and the initial publication in this journal.
