Publication Date

2018-03-22

Availability

Open access

Embargo Period

2018-03-22

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Department

Teaching and Learning (Education)

Date of Defense

2018-02-26

First Committee Member

Luciana C. de Oliveira

Second Committee Member

Mary A. Avalos

Third Committee Member

Blaine E. Smith

Fourth Committee Member

Dina Birman

Abstract

The interplay of translanguaging and multimodality was analyzed across 15 English-based polycultural picturebooks with Spanish insertions. The way in which translanguaging is used across the verbal features of these texts and how it is intrinsically related to multimodal elements was critically analyzed. An eclectic coding method (Saldaña, 2016) was employed in order to uncover the nature of these picturebooks while answering the research questions. Five main categories emerged from the analysis, namely: (1) picturebooks provide context clues to understand translanguaging; (2) translanguaging demonstrates the grammar of an additional language; (3) translanguaging is used to represent specific semantic fields; (4) translanguaging is highlighted through different font characteristics, and (5) translanguaging is embedded within images. This analysis provided innovative and more detailed insights on the complexity and multidimensionality of the 15 picturebooks selected. A recommendation for further research and practice is enclosed.

Keywords

picturebooks; translanguaging; multimodality; polyculturalism

Share

COinS