A translanguaging and transpositioning perspective on co-learning in the collaborative digital multimodal composing process

Abstract

Abstract Although research on Digital Multimodal Composing (DMC) has proliferated in recent years, there is a paucity of research investigating how bi/multilinguals utilise translanguaging to depart from their predetermined roles, that is transpositioning, and achieve co-learning in collaborative DMC process. Particularly, “transpositioning” is a new concept emerging in Applied Linguistics, which denotes the action of breaking away from one’s predetermined roles and viewpoints through translanguaging. As such, this study employs translanguaging and transpositioning perspectives to explore students’ collaborative DMC process, focusing on how students co-learn with one another. This study employs Multimodal Conversation Analysis to dissect student-student interactional data, and findings are triangulated with video-stimulated-recall-interview data analysed using Interpretative Phenomenological Analysis. The findings illustrate that engaging collaborative DMC through translanguaging and transpositioning could create a translanguaging space for co-learning that supports students to learn from one another and seek out knowledge from elsewhere. This, in turn, would broaden students’ lexical and cultural knowledge, thereby enhancing their writing and design of their DMC. The theoretical, methodological and pedagogical implications concerning co-learning and DMC are also deliberated upon.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 1 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.