Abstract
Invited Plenary Paper:
Artificial Intelligence (AI), including Open AI/ Chat GPT-guided multimodal composing, has become the key to unlock harmonious dialogues between theory and practice in multimodal literacy and AI for socially inclusive higher education. Inspired by Michael Halliday’s seminal work, Language as Social Semiotic (1978), SFL scholars (Hodge and Kress,1979; 1988 and Kress and Leeuwen, 1996; 2001) have explicated the roles of social semiosis in asserting plurilanguaging, affect and diversity (Piccardo et al., 2021; Lin, 2023). Semiotic resources are central to multimodality, ranging from actions, materials to artifacts plurilingual, pluricultural teachers and students may use for communicative purposes physiologically (for example, vocal apparatus, facial expressions and gestures), materialistically (for example, colour pens and A3 poster paper for lively scribbled words and drawings) and technologically (for example, computer hardware, software and internet access).To fill the research gap in revitalizing human-level intelligence among plurilingual, pluricultural teachers and students in AI-embracing higher education, the teacher-researcher pays dual focus on harmonizing languaging process (Thibault, 2017) and co-developing paralanguaging awareness (Ngo et al, 2021) with tertiary students through introducing the Multimodalities-Entextualisation Cycle (MEC) (Lin, 2016; 2020) as a heuristic meaning-making tool to tertiary students in EAP/ ESP. This presentation illustrates a case study with 85 Design majors (with lessons observation, teaching material samples, student writing samples, semi-structured individual interviews and focus group discussion) for connecting AI-friendly genre-based pedagogy with embodied meaning-making in Design. This presentation examines translanguaging and affect through SFL-inspired multimodal orchestration of texts, people and resources empirically generated in EAP classrooms in Hong Kong.
Artificial Intelligence (AI), including Open AI/ Chat GPT-guided multimodal composing, has become the key to unlock harmonious dialogues between theory and practice in multimodal literacy and AI for socially inclusive higher education. Inspired by Michael Halliday’s seminal work, Language as Social Semiotic (1978), SFL scholars (Hodge and Kress,1979; 1988 and Kress and Leeuwen, 1996; 2001) have explicated the roles of social semiosis in asserting plurilanguaging, affect and diversity (Piccardo et al., 2021; Lin, 2023). Semiotic resources are central to multimodality, ranging from actions, materials to artifacts plurilingual, pluricultural teachers and students may use for communicative purposes physiologically (for example, vocal apparatus, facial expressions and gestures), materialistically (for example, colour pens and A3 poster paper for lively scribbled words and drawings) and technologically (for example, computer hardware, software and internet access).To fill the research gap in revitalizing human-level intelligence among plurilingual, pluricultural teachers and students in AI-embracing higher education, the teacher-researcher pays dual focus on harmonizing languaging process (Thibault, 2017) and co-developing paralanguaging awareness (Ngo et al, 2021) with tertiary students through introducing the Multimodalities-Entextualisation Cycle (MEC) (Lin, 2016; 2020) as a heuristic meaning-making tool to tertiary students in EAP/ ESP. This presentation illustrates a case study with 85 Design majors (with lessons observation, teaching material samples, student writing samples, semi-structured individual interviews and focus group discussion) for connecting AI-friendly genre-based pedagogy with embodied meaning-making in Design. This presentation examines translanguaging and affect through SFL-inspired multimodal orchestration of texts, people and resources empirically generated in EAP classrooms in Hong Kong.
| Original language | English |
|---|---|
| Publication status | Accepted/In press - 3 Jul 2024 |
| Event | 49th International Systemic Functional Congress in Sydney in July 2024: Harmony, Compassion and Empowerment - Hybrid (The University of New South Wales), Sydney, Australia Duration: 1 Jul 2024 → 5 Jul 2024 https://www.unsw.edu.au/arts-design-architecture/whats-on/events/49th-international-systemic-functional-congress |
Conference
| Conference | 49th International Systemic Functional Congress in Sydney in July 2024 |
|---|---|
| Abbreviated title | ISFC49 |
| Country/Territory | Australia |
| City | Sydney |
| Period | 1/07/24 → 5/07/24 |
| Internet address |
Keywords
- The Multimodalities-Entextualisation Cycle
- Translanguaging
- Affect
- artificial intelligence (AI)