An EFL Teacher’s Investment in Digital Multimodal Composing

• Lianjiang Jiang ^[1] ; Shulin Yu ^[2] ; Yi Zhao ^[1]
  1. [1] Jimei University

     Jimei University

     China

     
  2. [2] Faculty of Education. University of Macau. China
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 74, Nº 3, 2020, págs. 297-306
• Idioma: inglés
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• Resumen

  • Although there is a growing call for L2 teachers to invest in using digital multimodal composing (DMC) as an instructional activity, there is a paucity of research on whether and how L2 teachers invest in DMC, and the impact of DMC on their teaching and changing identities remains underexplored. This study reports on a longitudinal case study of an EFL teacher’s investment in DMC in a university-based EFL classroom in China. A qualitative analysis of the data gathered from observation, interview, and informal conversation reveals that through investing in DMC this teacher started to renegotiate herself as a composing guide, a peer mentor, and a change agent. These shifts of identity were mainly driven by her enhanced cultural and social capital after investing in DMC, despite constraints from ideology and the policing of technology, language-dominant assessment, and other institutional demands. Implications on using DMC are also discussed.