Search results

1 – 7 of 7
To view the access options for this content please click here
Article
Publication date: 4 September 2017

Shin-ying Huang

This paper aims to examine language learners’ critical multimodal literacy practices with a moving-image text, focusing on text comprehension and interpretation rather…

Abstract

Purpose

This paper aims to examine language learners’ critical multimodal literacy practices with a moving-image text, focusing on text comprehension and interpretation rather than text production. It takes a critical perspective towards multimodality and proposes the simultaneous emphasis on critical and multimodal literacies.

Design/methodology/approach

This qualitative teacher-inquiry adopts critical multimodal literacy as the framework for understanding learners’ literacy practices. The course implementation highlights images, sounds and words as encompassing the five modes of visual, aural, linguistic, gestural and spatial (Arola et al., 2014) in emphasizing the multimodal in critical multimodal literacy, and the purposeful organization of the images, sounds and words as reflecting the critical in critical multimodal literacy. The analysis also adopts Serafini’s (2010) concentric perceptual, structural and ideological perspectives as the tenets of critical multimodal literacy.

Findings

The findings show that focusing on images, sounds, words and their purposeful organization enabled the students to critically examine a moving-image text through considerations for the multiple modes and arriving at the structural and ideological interpretive perspectives.

Originality/value

This study fills a gap in the literature, as very little research has been done to investigate the ways in which language learners engage with, that is, comprehend and interpret, moving-image multimodal texts. In addition, it presents a critical multimodal literacy framework based on Serafini’s (2010) tripartite perspectives and offers pedagogical suggestions for incorporating critical multimodal literacy in language classrooms.

Details

English Teaching: Practice & Critique, vol. 16 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

To view the access options for this content please click here
Article
Publication date: 13 June 2019

Shin-ying Huang

This paper aims to propose a critical multimodal framework to understanding pedagogical materials that focuses on not only the verbal or the visual components but also the…

Abstract

Purpose

This paper aims to propose a critical multimodal framework to understanding pedagogical materials that focuses on not only the verbal or the visual components but also the interaction between the two semiotic resources that constructs power relations as a result of intermodal interaction, and it further provides an example of an in-depth analysis of one text using this approach.

Design/methodology/approach

The paper proposes a critical multimodal framework that draws from Serafini (2010) and Royce (1998). Details about how the two works complement to form a critical multimodal framework are discussed, after which the paper analyzes one example from an English-language textbook using the proposed framework to demonstrate its strengths.

Findings

The findings highlight the power relations constructed in texts as a result of the interaction between the verbal and visual components, specifically how the visual mode functions to rationalize the power relations constructed in the verbal mode. These findings also establish the significance for considering the larger context of materials production and reception identified in the ideological perspective to appreciate how texts reflect discourses in diverse locales.

Originality/value

This paper argues that even though critical multimodality has often been discussed conceptually in L1 literacy scholarship, how to put these conceptualizations into practice has not been addressed systematically. The paper also contends that critical perspectives to understanding multimodal texts are also important in L2 English-language teaching. The critical multimodal framework proposed thus serves as a conceptual and methodological framework for multimodal reading and interpretive practices in both L1 and L2 contexts.

Details

English Teaching: Practice & Critique, vol. 18 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

To view the access options for this content please click here
Book part
Publication date: 26 July 2005

Celia Genishi, Shin-ying Huang and Tamara Glupczynski

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and…

Abstract

In this chapter we describe an action research study on our course “Language and Literacy in the Early Childhood Curriculum.” We also explore links between the study and postmodern theory, embedding our analyses in an ongoing accreditation process. This required process positions us to question what authoritative narratives we have accepted and whether, through our action research, we have begun to create our own counternarrative that challenges assumptions underlying the accreditation process.

Details

Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

To view the access options for this content please click here
Article
Publication date: 9 March 2012

Shin‐Ying Huang, Rua‐Huan Tsaih and Wan‐Ying Lin

Creditor reliance on accounting‐based numbers as a persistent and traditional standard to assess a firm's financial soundness and viability suggests that the integrity of…

Abstract

Purpose

Creditor reliance on accounting‐based numbers as a persistent and traditional standard to assess a firm's financial soundness and viability suggests that the integrity of financial statements is essential to credit decisions. The purpose of this paper is to provide an approach to explore fraudulent financial reporting (FFR) via growing hierarchical self‐organizing map (GHSOM), an unsupervised neural network tool, to help capital providers evaluate the integrity of financial statements, and to facilitate analysis further to reach prudent credit decisions.

Design/methodology/approach

This paper develops a two‐stage approach: a classification stage that well trains the GHSOM to cluster the sample into subgroups with hierarchical relationship, and a pattern‐disclosure stage that uncovers patterns of the common FFR techniques and relevant risk indicators of each subgroup.

Findings

An application is conducted and its results show that the proposed two‐stage approach can help capital providers evaluate the reliability of financial statements and accounting numbers‐based decisions.

Practical implications

Following the SOM theories, it seems that common FFR techniques and relevant risk indicators extracted from the GHSOM clustering result are applicable to all samples clustered in the same leaf node (subgroup). This principle and any pre‐warning signal derived from the identified indicators can be applied to assessing the reliability of financial statements and forming a basis for further analysis in order to reach prudent decisions. The limitation of this paper is the subjective parameter setting of GHSOM.

Originality/value

This is the first application of GHSOM to financial data and demonstrates an alternative way to help capital providers such as lenders to evaluate the integrity of financial statements, a basis for further analysis to reach prudent decisions. The proposed approach could be applied to other scenarios that rely on accounting numbers as a basis for decisions.

To view the access options for this content please click here
Book part
Publication date: 26 July 2005

Abstract

Details

Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

To view the access options for this content please click here
Book part
Publication date: 26 July 2005

Abstract

Details

Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

To view the access options for this content please click here
Book part
Publication date: 26 July 2005

Susan Grieshaber and Sharon Ryan

Most of the chapters in this book depict local attempts to transform practices in early childhood education. They represent endeavors to problematize the complexities and…

Abstract

Most of the chapters in this book depict local attempts to transform practices in early childhood education. They represent endeavors to problematize the complexities and challenges facing the field and the ways in which moves are being made in everyday classroom practice, policy, teacher education, and professional development to build a knowledge base that is grounded in empirical data and that reflects the diversity characteristic of a globalized society.

Details

Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

1 – 7 of 7