Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44713

L1 for social presence in videoconferencing: A social semiotic account

File Size Format  
24_1_10125-44713.pdf 1.25 MB Adobe PDF View/Open

Item Summary

Title:L1 for social presence in videoconferencing: A social semiotic account
Authors:Satar, Müge
Keywords:L1
Social Presence
Videoconferencing
Translanguaging
Date Issued:01 Feb 2020
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
Citation:Satar, M. (2020). L1 for social presence in videoconferencing: A social semiotic account. Language Learning & Technology, 24(1), 129–153. https://doi.org/10125/44713
Abstract:Examining the use of multimodal translingual practices of language learners is a promising area for the study of semiotic resources in online multimodal language learning. As such, although L1 use is theoretically established as one of the many semiotic resources to be drawn upon for meaning-making as part of learners’ integrated repertoire, its role as a catalyst for the establishment of social presence is under-theorised. This paper presents detailed micro-analyses of the videoconferencing interactions of three pairs of language learners, and offers a social semiotic account illustrating transformative processes of transformation, transduction and mimesis (Bezemer & Kress, 2016). This study makes a unique contribution by demonstrating how translingual practice is mobilised with concomitant multimodal resources, and how this social-semiotic practice interweaves with all three dimensions of social presence (affective, interactive, and cohesive). It proposes that as a contributing factor to social presence, L1 use can assume a more prominent role in support for online language learning and teaching by helping learners project themselves socially and emotionally into their online interactions, and engage in a variety of transformative processes offering various learning potentials.
URI:http://hdl.handle.net/10125/44713
ISSN:1094-3501
DOI:10125/44713
Volume:24
Issue/Number:1
Appears in Collections: Volume 24 Number 1, February 2020


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.