Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-22T15:16:22.516Z Has data issue: false hasContentIssue false
Series:   Elements in Applied Linguistics

Multimodality and Translanguaging in Video Interactions

Published online by Cambridge University Press:  28 November 2023

Maria Grazia Sindoni
Maria Grazia Sindoni
Affiliation:
Università degli Studi di Messina, Italy

Summary

This Element presents and critically discusses video-mediated communication by combining theories and empirical methods of multimodal studies and translanguaging. Since Covid-19 gained momentum, video-based interactions have become more and more ingrained in private and public lives and to the point of being fully incorporated in a wide range of community practices in personal, work and educational environments. The meaning making of video communication results from the complex, situationally based and culturally influenced and interlaced components of different semiotic resources and practices. These include the use of speech, writing, translingual practices, gaze behaviour, proxemics and kinesics patterns, as well as forms of embodied interaction. The Element aims at unpacking these resources and at interpreting how they make meanings to improve and encourage active and responsible participation in the current digital scenarios.
Get access

Keywords

multimodalitytranslanguagingvideo-mediated interactionsvideo communicationdigital literacies
Type
Element
Information
Series: Elements in Applied Linguistics
Online ISBN: 9781009286947
Publisher: Cambridge University Press
Print publication: 21 December 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Androutsopoulos, J. (2011). From variation to heteroglossia in the study of computer-mediated discourse. In Thurlow, C. & Mroczek, K., eds., Digital Discourse: Language in the New Media. Oxford: Oxford University Press, pp. 277–98.Google Scholar
Archer, A. (2021). Recognition of student resources in digital environments. In Sindoni, M. G. & Moschini, I., eds., Multimodal Literacies across Digital Learning Contexts. London: Routledge, pp. 152–65.Google Scholar
Argyle, M. (1976). Gaze and Mutual Gaze. Cambridge: Cambridge University Press.Google Scholar
Argyle, M., Ingham, R., Alkema, F. & McCallin, M. (1973). The different functions of gaze. Semiotica, 7(1), 19–32.CrossRefGoogle Scholar
Argyle, M., Furnham, A. & Graham, J. A. (1981). Social Situations. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Autobiography of Intercultural Encounters (AIE) (2009). The Autobiography of Intercultural Encounters: Context, concepts and theories. Available at: www.coe.int/en/web/autobiography-intercultural-encounters.Google Scholar
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism, 5th ed. Bristol: Multilingual Matters.Google Scholar
Baldry, A. (2005). A Multimodal Approach to Text Studies in English. Campobasso: Palladino.Google Scholar
Baldry, A. & Thibault, P. (2006). Multimodal Transcription and Text Analysis: A Multimedia Toolkit and Coursebook. London: Equinox.Google Scholar
Baldry, A. & Thibault, P. (2020). A model for multimodal corpus construction of video genres: Phasal analysis and resource integration using OpenMWS. In Vasta, N. & Baldry, A., eds., Multiliteracy Advances and Multimodal Challenges in ELT Environments. Udine: Forum, pp. 159–73.Google Scholar
Baron, N. S. (2000). Alphabet to E-mail: How Written English Evolved and Where It’s Heading. London: Routledge.Google Scholar
Bateman, J. A. (2008). Multimodality and Genre: A Foundation for the Systematic Analysis of Multimodal Documents. London: Palgrave Macmillan.CrossRefGoogle Scholar
Baynam, M. & Lee, T. K. (2019). Translation and Translanguaging. London: Routledge.CrossRefGoogle Scholar
Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology, 19(3), 88–105.Google Scholar
Bezemer, J. & Kress, G. (2016). Multimodality, Learning and Communication: A Social Semiotic Frame. London: Routledge.Google Scholar
Birdwhistell, R. L. (1952). Introduction to Kinesics: An Annotation System for Analysis of Body Motion and Gesture. Washington, DC: Department of State, Foreign Service Institute.Google Scholar
Block, D. (2014). Moving beyond ‘lingualism’: Multilingual embodiment and multimodality in SLA. In May, S., ed., The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. London: Routledge, pp. 54–77.Google Scholar
Blommaert, J. (2010). The Sociolinguistics of Globalization. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Bohannon, L. S., Herbert, A. M., Pelz, J. B. & Rantanen, E. M. (2013). Eye contact and video-mediated communication: A review. Displays, 34(2), 177–85.CrossRefGoogle Scholar
Bojsen, H., Daryai-Hansen, P., Holmen, A. & Risager, K. (eds.) (2023). Translanguaging and Epistemological Decentring in Higher Education and Research. Bristol: Multilingual Matters.Google Scholar
Busch, F. (2018). Digital writing practices and media ideologies of German adolescents. The Mouth, 3, 85–103.Google Scholar
Busch, F. & Sindoni, M. G. (2022). Metapragmatics of mode-switching: Young people’s awareness of multimodal meaning making in digital interaction. In Groff, C., Hollington, A., Hurst-Harosh, E. et al., eds., Global Perspectives on Youth Language Practices, vol. 119. Berlin: Mouton de Gruyter, pp. 245–64.Google Scholar
Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. London: Routledge.CrossRefGoogle Scholar
Canagarajah, S. (2020). Transnational work, translingual practices, and interactional sociolinguistics. Journal of Sociolinguistics, 24(5), 555–73.CrossRefGoogle Scholar
Canagarajah, S. (2022). Challenges in decolonizing linguistics: The politics of enregisterment and the divergent uptakes of translingualism. Educational Linguistics, 1(1), 25–55.CrossRefGoogle Scholar
Canals, L. (2021). Multimodality and translanguaging in negotiation of meaning. Foreign Language Annals, 54, 647–70.CrossRefGoogle Scholar
Canals, L. (2022). The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges. System, 105(1), 102721.CrossRefGoogle Scholar
Chen, Q. & Lin, A. (2022). Reconceptualizing semiotic resources in the eco-social system of an online language tutoring course. Pedagogies: An International Journal, 17(4), 348–67. https://doi.org/10.1080/1554480X.2022.2139260.CrossRefGoogle Scholar
Cirillo, L. (2019). The pragmatics of air quotes in English academic presentations. Journal of Pragmatics, 142, 1–15.CrossRefGoogle Scholar
Clabby, M. C. (2021). Comme y’all voulez: Translanguaging practices in digitally mediated communication. Unpublished MA dissertation, University of Georgia.Google Scholar
Code, J., Ralph, R. & Forde, K. (2020). Pandemic designs for the future: Perspectives of technology education teachers during COVID-19. Information and Learning Sciences, 121(5/6), 419–31. https://doi.org/10.1108/ILS-04-2020-0112.CrossRefGoogle Scholar
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C. & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12, 10367. https://doi.org/10.3390/su122410367.CrossRefGoogle Scholar
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (2001). The CEFR levels. Available at: www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions.Google Scholar
Cope, B. & Kalantzis, M. (2021). Pedagogies for digital learning: From transpositional grammar to the literacies of education. In Sindoni, M. G. & Moschini, I., eds., Multimodal Literacies across Digital Learning Contexts. London: Routledge, pp. 34–53.CrossRefGoogle Scholar
Crawford Camiciottoli, B. (2021). Analyzing attitudinal stance in OpenCourseWare lectures: An experimental mixed-method approach. In Sindoni, M. G. & Moschini, I., eds., Multimodal Literacies across Digital Learning Contexts. London: Routledge, pp. 212–27.Google Scholar
Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–15.CrossRefGoogle Scholar
Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In Hornberger, N. H., ed., Encyclopedia of Language and Education. Boston, MA: Springer, pp. 1528–38. https://doi.org/10.1007/978-0-387-30424-3_116.Google Scholar
de Saussure, F. [1916] (2011). Course in General Linguistics. Ed. by Meisel, P. and Saussy, H.. English translation by W. Baskin (1959). New York: Columbia University Press.Google Scholar
Diamantopoulou, S. & Ørevik, S. (eds.) (2022). Multimodality in English Language Learning. London: Routledge.Google Scholar
Digcomp 2.0. (2016). The Digital Competence Framework for Citizens. Available at: https://ec.europa.eu/jrc/en/digcomp.Google Scholar
Doherty-Sneddon, G., Anderson, A., O’Malley, C. et al. (1997). Face-to-face and video-mediated communication: A comparison of dialogue structure and task performance. Journal of Experimental Psychology: Applied, 3(2), 105–25. https://doi.org/10.1037/1076-898X.3.2.105.Google Scholar
Drąg, K. (2020). Revaluation of the proxemics code in mediatized communication. Social Communication, 6(1), 93–105. https://doi.org/10.2478/sc-2020-0010.CrossRefGoogle Scholar
Ekman, P. & Friesen, W. E. (1969). The repertoire of nonverbal behavior: Categories, origins, usage, and coding. Semiotica, 1, 49–98.CrossRefGoogle Scholar
Fadelli, I. (2019). Intel researchers develop an eye contact correction system for video chats. TechExplore, 26 June 2019. Available at: https://techxplore.com/news/2019-06-intel-eye-contact-video-chats.html.Google Scholar
Flewitt, R., Hampel, R., Hauck, M. & Lancaster, L. (2009). What are multimodal data and transcription? In Jewitt, C., ed., The Handbook of Multimodal Analysis, 1st ed. London: Routledge, pp. 40–53.Google Scholar
Ford, C. E. & Thompson, S. A. (1996). Interactional units in conversation: Syntactic, intonational, and pragmatic resources for the management of turns. In Ochs, E., Schegloff, E. A. & Thompson, S. A., eds., Interaction and Grammar. Cambridge: Cambridge University Press, pp. 134–84. https://doi.org/10.1017/CBO9780511620874.003.Google Scholar
Friesen, N. (2014). Telepresence and tele-absence: A phenomenology of the (in)visible alien online. Phenomenology & Practice, 8(1), 17–31.CrossRefGoogle Scholar
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley/Blackwell.Google Scholar
García, O. & Li, W. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
García, O. & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In García, O., Lin, A. M. Y. & May, S., eds., Bilingual and Multilingual Education. Encyclopedia of Language and Education. Dordrecht: Springer, pp. 117–30.CrossRefGoogle Scholar
Geenen, J. & Pirini, J. (2021). Interrelation: Gaze and multimodal ensembles. In Moschini, I. & Sindoni, M. G., eds., Mediation and Multimodal Meaning Making in Digital Environments. London: Routledge, pp. 85–102.CrossRefGoogle Scholar
Gershon, I. (2010a). Media ideologies. An introduction. Journal of Linguistic Anthropology, 20(2), 283–93.CrossRefGoogle Scholar
Gershon, I. (2010b). Breaking up is hard to do: Media switching and media ideologies. Journal of Linguistic Anthropology, 20(2), 389–405.CrossRefGoogle Scholar
Gibson, J. J. (1986) [1979]. The Ecological Approach to Visual Perception. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Goffman, E. (1971). Relations in Public: Microstudies of the Public Order. London: Allen Lane, Penguin.Google Scholar
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Goldin-Meadow, S. (1999). The development of gesture with and without speech in hearing and deaf children. In Messing, L. S. & Campbell, R., eds., Gesture, Speech and Sign. Oxford: Oxford University Press, pp. 117–32.Google Scholar
Goodwin, C. (1979). The interactive construction of a sentence in natural conversation. In Psathas, G., ed., Everyday Language: Studies in Ethnomethodology. New York: Irvington, pp. 97–121.Google Scholar
Goodwin, C. (1980). Restarts, pauses, and the achievement of a state of mutual gaze at turn beginning. Sociological Inquiry, 50(3–4), 272–302.CrossRefGoogle Scholar
Goodwin, C. (1989). Conversational Organization: Interaction between Speakers and Hearers. New York: Academic Press.Google Scholar
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489–1522.CrossRefGoogle Scholar
Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8–23.CrossRefGoogle Scholar
Research, Grand View (2022). Video Conferencing Market Size, Market Share, Application Analysis, Regional Outlook, Growth Trends, Key Players, Competitive Strategies and Forecasts, 2022 to 2030. August 2022. Available at: www.researchandmarkets.com/reports/5660013/video-conferencing-market-size-market-share#src-pos-1.Google Scholar
Grayson, D. & Coventry, L. (1998). The effects of visual proxemic information in video mediated communication. ACM Special Interest Group on Computer-Human Interaction, 30(3), 30–9.Google Scholar
Hall, E. T. (1966). The Hidden Dimension. New York: Doubleday.Google Scholar
Halliday, M. A. K. (1973). Explorations in the Functions of Language. London: Arnold.Google Scholar
Halliday, M. A. K. (1978). Language as Social Semiotic. London: Arnold.Google Scholar
Halliday, M. A. K. (1989). Spoken and Written Language. London: Oxford University Press.Google Scholar
Harrigan, J. A. (2005). Proxemics, kinesics and gaze. In Harrigan, J. A., Rosenthal, R. & Scherer, K. R., eds., The New Handbook of Methods in Nonverbal Behavior Research. Oxford: Oxford University Press, pp. 137–98.CrossRefGoogle Scholar
Haviland, J. B. (2004). Gesture. In Duranti, A., ed., A Companion to Linguistic Anthropology. Malden, MA: Blackwell, pp. 197–221.Google Scholar
He, M., Xiong, B. & Xia, K. (2021). Are you looking at me? Eye gazing in web video conferences. ACM Conference Proceedings. Available at: https://courses.ece.ubc.ca/518/previous/hit2020W/papers/group8_99750_14423175_ACM_Conference_Proceedings_Primary_Article_Template%20(2).pdfGoogle Scholar
Heath, C., Hindmarsh, J. & Luff, P. (2010). Video in Qualitative Research: Analysing Social Interaction in Everyday Life. London: Sage.Google Scholar
Heath, C. & Luff, P. (1992). Media space and communicative asymmetries: Preliminary observations of video-mediated interaction. Journal of Human-Computer Interaction, 7(3), 315–46.Google Scholar
Herring, S. C., Stein, D. & Virtanen, T. (eds.) (2013). Handbook of Pragmatics of Computer-Mediated Communication. Berlin: De Gruyter.CrossRefGoogle Scholar
Herring, S. C. (2012). Discourse in Web 2.0: Familiar, reconfigured, and emergent. In Tannen, D. & Trester, A. M., eds., Discourse 2.0: Language and New Media. Washington, DC: Georgetown University Press, pp. 1–25.Google Scholar
Hietanen, J. O., Peltola, M. J. & Hietanen, J. K. (2020). Psychophysiological responses to eye contact in a live interaction and in video call. Psychophysiology, 57(6), e13587. https://doi.org/10.1111/psyp.13587.CrossRefGoogle Scholar
Hjulstad, J. (2016). Practices of organizing built space in videoconference-mediated interactions. Research on Language and Social Interaction, 49(4), 325–41.CrossRefGoogle Scholar
Ho, W. Y. J. & Feng, D. W. (2022) Orchestrating multimodal resources in English language teaching: A critical study of an online English teaching video. Pedagogies: An International Journal, 17(4), 368–88. https://doi.org/10.1080/1554480X.2022.2139257.CrossRefGoogle Scholar
Ho, W. Y. J. & Li, W. (2019). Mobilizing learning: A translanguaging view. Chinese Semiotic Studies, 4, 533–59. https://doi.org/10.1515/css-2019-0029.Google Scholar
Ho, W. Y. J. & Tai, K. W. H. (2021). Translanguaging in digital learning: The making of translanguaging spaces in online English teaching videos. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.2001427.CrossRefGoogle Scholar
Hutchby, I. (2001). Conversation and Technology: From the Telephone to the Internet. Cambridge: Polity Press.Google Scholar
Hutchby, I. (2014). Communicative affordances and participation frameworks in mediated interaction. Journal of Pragmatics, 72, 86–9.CrossRefGoogle Scholar
Iedema, R. (2003). Multimodality, resemiotization: Extending the analysis of discourse as multi-semiotic practice. Visual Communication, 2(1), 29–57.CrossRefGoogle Scholar
Jakonen, T. & Jauni, H. (2021). Mediated learning materials: Visibility checks in telepresence robot mediated classroom interaction. Classroom Discourse, 12(1–2), 121–45. https://doi:10.1080/19463014.2020.1808496.CrossRefGoogle Scholar
Jewitt, C. (ed.) (2014). The Handbook of Multimodal Analysis, 2nd ed. London: Routledge.Google Scholar
Jewitt, C., Bezemer, J. & O’Halloran, K. L. (2016). Introducing Multimodality. London: Routledge.CrossRefGoogle Scholar
Jones, R. H. (2020). Accounting for surveillance. Journal of Sociolinguistics, 24(1), 89–95.CrossRefGoogle Scholar
Joshi, A., Vinay, M. & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: Perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205–26. https://doi.org/10.1108/ITSE-06-2020-0087.CrossRefGoogle Scholar
Kaiser, N., Henry, K. & Eyjólfsdóttir, H. (2022). Eye contact in video communication: Experiences of co-creating relationships. Frontiers in Psychology, 13, 852692. https://doi:10.3389/fpsyg.2022.852692.CrossRefGoogle ScholarPubMed
Kendon, A. (1967). Some functions of gaze-direction in social interaction. Acta Psychologica, 26, 22–63.CrossRefGoogle ScholarPubMed
Kendon, A. (1990a). Reflections on the study of gesture. Visual Anthropology, 8, 121–31.Google Scholar
Kendon, A. (1990b). Conducting Interaction: Patterns of Behavior in Focused Encounters. Cambridge: Cambridge University Press.Google Scholar
Kendon, A. (1997). Gesture. Annual Review of Anthropology, 26, 109–28.CrossRefGoogle Scholar
Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Kessler, M., Loewen, S. & Trego, D. (2021) Synchronous video computer-mediated communication in English language teaching. ELT Journal, 75(3), 371–6. https://doi.org/10.1093/elt/ccab007.CrossRefGoogle Scholar
Kress, G. (2000). Design and transformation: New theories of meaning. In Cope, B. & Kalantzis, M., eds., Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge, pp. 155–8.Google Scholar
Kress, G. (2003). Literacy in the New Media Age. London: Routledge.Google Scholar
Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning, Computers and Composition, 22(1), 5–22.CrossRefGoogle Scholar
Kress, G. (2009). What is a mode? In Jewitt, C., ed., The Routledge Handbook of Multimodal Analysis, 1st ed. London: Routledge, pp. 54–67.Google Scholar
Kress, G. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge.Google Scholar
Kress, G. & van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.Google Scholar
Kress, G. & van Leeuwen, T. (2020). Reading Images: A Grammar of Visual Design, 3rd ed. [1996, 1st ed.]. London: Routledge.CrossRefGoogle Scholar
Kress, G., Jewitt, C., Ogborn, J. & Tsatsarelis, C. (2001). Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. London: Continuum.Google Scholar
Laver, J. (1975). Communicative functions of phatic communion. In Kendon, A., Harris, R. & Key, M. R., eds., The Organisation of Behaviour in Face-to-Face Interaction. The Hague: Mouton, pp. 215–38.Google Scholar
Legewie, N. & Nassauer, A. (2022). Video Data Analysis: How to Use 21st Century Video in the Social Sciences. London: Sage.Google Scholar
Li, C. (2002). The role of gaze in meaning negotiation episodes in video synchronous computer-mediated interactions. Journal of China Computer-Assisted Language Learning, 2(1), 100–25. https://doi.org/10.1515/jccall-2022-0005.Google Scholar
Li, D. (2022). The shift to online classes during the Covid-19 pandemic: Benefits, challenges, and required improvements from the students’ perspective. Electronic Journal of e-Learning, 20(1), 1–18.CrossRefGoogle Scholar
Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–235.Google Scholar
Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039.Google Scholar
Li, W. & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese university students in the UK. Applied Linguistics, 34(5), 516–35.CrossRefGoogle Scholar
Li, W. & Zhu, H. (2019). Tranßcripting: Playful subversion with Chinese characters. International Journal of Multilingualism, 16(2), 145–61.Google Scholar
Licoppe, C. (2009). Recognizing mutual ‘proximity’ at a distance: Weaving together mobility, sociality and technology. Journal of Pragmatics, 41(10), 1924–37.CrossRefGoogle Scholar
Licoppe, C. & Morel, J. (2014). Mundane video directors in interaction: Showing one’s environment in Skype and mobile video calls. In Broth, M., Laurier, E. & Mondada, L., eds., Studies of Video Practices: Video at Work. London: Routledge, pp. 135–60.Google Scholar
Lim, F. V. (2021). Designing Learning with Embodied Teaching: Perspectives from Multimodality. London: Routledge.Google Scholar
Lin, A. (2015). Egalitarian bi/multilingualism and trans-semiotizing in a global world. In Wayne, E., Sovicheth, B. & García, O., eds., The Handbook of Bilingual and Multilingual Education. Malden, MA: Wiley/Blackwell, pp. 19–37.Google Scholar
Lin, A. (2018). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16.CrossRefGoogle Scholar
Maher, D. (2022). The use of video conferencing to support pre-service teachers during Covid-19. A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic, 19, 19–24.Google Scholar
Malabarba, T., Oliveira Mendes, A. C. & de Souza, J. (2022). Multimodal resolution of overlapping talk in video-mediated L2 instruction. Languages, 7, 154. https://doi.org/10.3390/languages7020154.CrossRefGoogle Scholar
Martinec, R. (2004). Gestures that co-occur with speech as a systematic resource: The realization of experiential meaning in indexes. Social Semiotics, 14(2), 193–213.CrossRefGoogle Scholar
Mateus, J. C., Andrada, P., González-Cabrera, C. & Ugalde, C. (2022). Teachers’ perspectives for a critical agenda in media education post COVID-19: A comparative study in Latin America. Comunicar, 30(70), 9–19.CrossRefGoogle Scholar
McIntyre, N. A., Mainhard, M. & Klassen, R. M. (2017). ‘Are you looking to teach?’ Cultural, temporal and dynamic insights into expert teacher gaze. Learning and Instruction, 49, 41–53.CrossRefGoogle Scholar
McNeill, D. (1992). Hand and Mind: What Gestures Reveal about Thought. Chicago: Chicago University Press.Google Scholar
McNeill, D. (2005). Gesture and Thought. Chicago: Chicago University Press.CrossRefGoogle Scholar
Mondada, L. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics, 20(3), 336–66.CrossRefGoogle Scholar
Mondada, L. & Oloff, F. (2011). Gestures in overlap: The situated establishment of speakership. In Stam, G. & Ishino, M., eds., Integrating Gestures: The Interdisciplinary Nature of Gesture. Amsterdam: John Benjamins, pp. 321–38.Google Scholar
Monk, A. F. & Gale, C. (2002). A look is worth a thousand words: Full gaze awareness in video-mediated conversation. Discourse Processes, 33(3), 257–78.CrossRefGoogle Scholar
Mora, R. A., Tian, Z. & Harman, R. (2022a). Translanguaging and Multimodality. Special Issue of Pedagogies: An International Journal, 4.Google Scholar
Mora, R. A., Tian, Z. & Harman, R. (2022b). Translanguaging and multimodality as flow, agency, and a new sense of advocacy in and from the Global South. Special Issue of Pedagogies: An International Journal, 4, 271–81.Google Scholar
Group, New London (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93.CrossRefGoogle Scholar
Norris, S. (2004). Analyzing Multimodal Interaction: A Methodological Framework. London: Routledge.CrossRefGoogle Scholar
O’Conaill, B., Whittaker, S. & Wilbur, S. (1993). Conversations over video conferences: An evaluation of the spoken aspects of video-mediated communication. Human–Computer Interaction, 8(4), 389–428. https://doi.org/10.1207/s15327051hci0804_4.CrossRefGoogle Scholar
O’Halloran, K. L. (ed.) (2004). Multimodal Discourse Analysis: Systemic Functional Perspectives. London: Continuum.Google Scholar
O’Halloran, K. L. (2008). Systemic functional-multimodal discourse analysis (SF-MDA): Constructing ideational meaning using language and visual imagery. Visual Communication, 7(4), 443–75. https://doi.org/10.1177/1470357208096210.Google Scholar
O’Halloran, K. L. (2006). Mathematical Discourse: Language, Symbolism and Visual Images. London: Bloomsbury.Google Scholar
O’Toole, M. (1994). The Language of Displayed Art, 1st ed. London: Routledge.Google Scholar
Ou, A. W., Gu, M. M. & Lee, J. C-K. (2022). Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.2021210.CrossRefGoogle Scholar
Paech, V. (2012). The inevitable exile: A missing link in online community discourse. In Brabazon, T., ed., Digital Dialogues and Community 2.0. Oxford: Chandos Publishing, pp. 11–42.CrossRefGoogle Scholar
Panopto (2022). Synchronous vs. asynchronous communication: What’s the difference? Panopto, 15 July 2022. Available at: www.panopto.com/blog/learning-and-development-asynchronous-vs-synchronous-video-communications-whats-the-difference/.Google Scholar
Paulus, T., Warren, A. & Lester, J. N. (2016). Applying conversation analysis methods to online talk: A literature review. Discourse, Context and Media, 12, 1–10. https://doi.org/10.1016/j.dcm.2016.04.001.CrossRefGoogle Scholar
Peng, J.-I. (2019). The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System, 82, 161–73.CrossRefGoogle Scholar
Pennycook, A. & Otsuji, E. (2015). Metrolingualism: Language in the City. London: Routledge.CrossRefGoogle Scholar
Pink, S. (2007). Doing Visual Ethnography. London: Sage.CrossRefGoogle Scholar
Rapanta, C., Botturi, L., Goodyear, P., Guardia, L. & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923–45. https://link.springer.com/article/10.1007/s42438-020-00155-y#article-info.CrossRefGoogle Scholar
Ravelli, L. & McMurtrie, R. J. (2015). Multimodality in the Built Environment: Spatial Discourse Analysis. London: Routledge.CrossRefGoogle Scholar
Recktenwald, D. (2017). Toward a transcription and analysis of live streaming on Twitch. Journal of Pragmatics, 115, 68–81.CrossRefGoogle Scholar
Rintel, S. (2015). Conversation Analysis of Video-Mediated Communication: Interactional Repair of Distortion in Long-Distance Couples’ Video Calls. London: Sage.Google Scholar
Rosenbaun, L., Rafaeli, S. & Kurzon, D. (2016a). Participation frameworks in multiparty video chats cross-modal exchanges in public Google Hangouts. Journal of Pragmatics, 94, 29–46.CrossRefGoogle Scholar
Rosenbaun, L., Rafaeli, S. & Kurzon, D. (2016b). Blurring the boundaries between domestic and digital spheres: Competing engagements in public Google Hangouts. Pragmatics, 26(2), 291–314.Google Scholar
Rossano, F. (2012). Gaze behavior in face-to-face interaction. PhD thesis, Radboud University Nijmegen, The Netherlands.Google Scholar
Rossano, F. (2013). Gaze in conversation. In Sidnell, J. & Stivers, T., eds., The Handbook of Conversation Analysis. Malden, MA: Wiley/Blackwell, pp. 308–29.Google Scholar
Sacks, H., Schegloff, E. A. & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735.CrossRefGoogle Scholar
Satar, H. M. (2013). Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze. ReCALL, 25(1), 122–42. https://doi.org/10.1017/S0958344012000286.CrossRefGoogle Scholar
Scheflen, A. E. (1964). The significance of posture in communication systems. Psychiatry, 27(4), 316–31. https://doi.org/10.1080/00332747.1964.11023403.CrossRefGoogle ScholarPubMed
Schegloff, E. A. (1984). On some gestures’ relation to talk. In Maxwell Atkinson, J. & Heritage, J., eds., Structures of Social Action: Studies in Conversation Analysis, Cambridge: Cambridge University Press, pp. 266–95.Google Scholar
Schiffrin, D. (1986). Discourse Markers. Studies in Interactional Sociolinguistics, 5, Cambridge: Cambridge University Press.Google Scholar
Schreiber, B. R. (2015). ‘I am what I am’: Multilingual identity and digital translanguaging. Language Learning & Technology, 19(3), 69–87.Google Scholar
Scollon, R. (2001). Mediated Discourse: The Nexus of Practice. London: Routledge.Google Scholar
Shih, Y-C. (2014). Communication strategies in a multimodal virtual communication context. System, 42, 34–47.CrossRefGoogle Scholar
Sindoni, M. G. (2011). Online conversations: A sociolinguistic investigation into young adults’ use of videochats. Classroom Discourse, 2, 219–35.CrossRefGoogle Scholar
Sindoni, M. G. (2012). Mode-switching: How oral and written modes alternate in videochats. In Cambria, M., Arizzi, C. & Coccetta, F., eds., Web Genres and Web Tools: With Contributions from the Living Knowledge Project. Como-Pavia: Ibis, pp. 141–53.Google Scholar
Sindoni, M. G. (2013). Spoken and Written Discourse in Online Interactions: A Multimodal Approach. London: Routledge.Google Scholar
Sindoni, M. G. (2014). Through the looking glass: A social semiotic and linguistic perspective on the study of video chats. Text & Talk, 34, 325–47.Google Scholar
Sindoni, M. G. (2018). ‘Of course I’m married!’ Communicative strategies and transcription-related issues in video-mediated interactions. In Garcés-Conejos Blitvich, P. & Bou, P., eds., Analyzing Digital Discourse: New Insights and Future Directions. Basingstoke: Palgrave Macmillan, pp. 71–103.Google Scholar
Sindoni, M. G. (2019). Mode-switching in video-mediated interaction: Integrating linguistic phenomena into multimodal transcription tasks. Linguistics and Education, 62, 100738.CrossRefGoogle Scholar
Sindoni, M. G. & Moschini, I. (2021a). Discourses on discourse, shifting contexts and digital media. In Sindoni, M. G. & Moschini, I., eds, ‘What’s past is prologue’: Continuity and change in theories and methodologies on discourse in multimodal digital texts and practices. Special issue of Discourse, Context & Media, 43, 100534.CrossRefGoogle Scholar
Sindoni, M. G. & Moschini, I. (2021b). Towards a framework for video mediated ‘Cooper-action’: Discourse practices, bonding and distance in synchronous and asynchronous digital video spaces. In Moschini, I. & Sindoni, M. G., eds., Mediation and Multimodal Meaning Making in Digital Environments. London: Routledge, pp. 205–28.Google Scholar
Sindoni, M. G., Adami, E., Karatza, S., Marenzi, I., Petroni, S. & Rocca, M. (2019). Common Framework of Reference for Intercultural Digital Literacies. Available at: www.eumade4ll.eu/wp-content/uploads/2020/02/cfridil-framework-linked-fin1.pdf.Google Scholar
Sindoni, M. G., Adami, E., Karatza, S. & Moschini, I. (2021). An introduction to the Common Framework of Reference for Intercultural Digital Literacies: Learning as meaning-making and assessment as recognition. In Ørevik, S. & Diamantopoulou, S., eds., Multimodality in English Language Learning. London: Routledge, pp. 221–37.Google Scholar
Sindoni, M. G., Adami, E., Moschini, I., Petroni, S. & Karatza, S. (2021). The theory and practice of the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL). In Sindoni, M. G. & Moschini, I., eds,. Multimodal Literacies across Digital Learning Contexts. London: Routledge, pp. 166–84.CrossRefGoogle Scholar
Statista (2022). Work from home & remote work. Available at: www.statista.com/study/66179/dossier-work-from-home-and-remote-work/.Google Scholar
Streeck, J., Goodwin, C. & LeBaron, C. D. (2011). Embodied Interaction: Language and Body in the Material World. Cambridge: Cambridge University Press.Google Scholar
Swan, P. K., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-Innes, M. & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-Mentor, 2(24), 1–12.Google Scholar
Sweeney, E. & Zhu, H. (2010). Accommodating toward your audience: Do native speakers of English know how to accommodate their communication strategies toward nonnative speakers of English? The Journal of Business Communication, 47(4), 477–504.CrossRefGoogle Scholar
Tai, K. W. H. & Li, W. (2021). Constructing playful talk through translanguaging in English Medium Instruction mathematics classrooms. Applied Linguistics, 42(4), 607–40. https://doi.org/10.1093/applin/amaa043.CrossRefGoogle Scholar
Tan, S., Wiebrands, M., O’Halloran, K. L. & Wignell, P. (2020). Analysing student engagement with 360-degree videos through multimodal data analytics and user annotations. Technology, Pedagogy and Education, 29(5), 593–612.CrossRefGoogle Scholar
Thibault, P. J. (2017). The reflexivity of human languaging and Nigel Love’s two orders of language. Language Sciences, 61, 74–85.CrossRefGoogle Scholar
Tschaepe, M. (2020). Seeing and viewing through a postdigital pandemic: Shifting from physical proximity to scopic mediation. Postdigit Science Education, 2, 757–71.CrossRefGoogle Scholar
van Leeuwen, T. (1999). Speech, Music and Sound. London: Palgrave.CrossRefGoogle Scholar
van Leeuwen, T. & Jewitt, C. (eds.) (2001). The Handbook of Visual Analysis. London: Sage.Google Scholar
Vasta, N. & Baldry, A. (eds.) (2020). Multiliteracy Advances and Multimodal Challenges in ELT Environments. Udine: Forum.Google Scholar
Vertegaal, R. & Ding, Y. (2002). Explaining effects of eye gaze on mediated group conversations: Amount or synchronization? In Churchill, E. F., McCarthy, J., Neuwirth, C. & Rodden, T., eds., Proceedings of the 2002 ACM Conference on Computer Supported Cooperative Work. New York: ACM Press, pp. 41–8.Google Scholar
Wang, X., Liu, T., Wang, J. & Tian, J. (2022). Understanding learner continuance intention: A comparison of live video learning, pre-recorded video learning and hybrid video learning in Covid-19 pandemic. International Journal of Human–Computer Interaction, 38(3), 263–81.CrossRefGoogle Scholar
Williams, C. (1994). Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog. [An evaluation of teaching and learning methods in the context of bilingual secondary education]. PhD thesis, University of Wales, Bangor.Google Scholar
Zhang, L. J. (2022). Deepening the understanding of translanguaging as a practical theory of language: A conversation with Professor Li Wei. RELC Journal, 1–8. https://doi.org/10.1177/00336882221139894.CrossRefGoogle Scholar
Zhu, H. (2013) Exploring Intercultural Communication: Language in Action. London: Routledge.Google Scholar
Zhu, H. (2015). Negotiation as the way of engagement in intercultural and lingua franca communication: Frames of reference and interculturality. Journal of English as a Lingua Franca, 4(1), 63–90.Google Scholar
Zhu, H. (2019) Exploring Intercultural Communication: Language in Action, 2nd ed. London: Routledge.Google Scholar
Zhu, H. & Kramsch, C. (eds.) (2016). Symbolic power and conversational inequality in intercultural communication. Applied Linguistics Review, 7(4), 375–83.Google Scholar
Zhu, H., Li, W. & Jankowicz-Pytel, D. (2020). Translanguaging and embodied teaching and learning: Lessons from a multilingual karate club in London, International Journal of Bilingual Education and Bilingualism, 23(1), 65–80.CrossRefGoogle Scholar

Save element to Kindle

To save this element to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Multimodality and Translanguaging in Video Interactions
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Multimodality and Translanguaging in Video Interactions
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Multimodality and Translanguaging in Video Interactions
Available formats
×