Citation

Writing What We Feel: SignWriting and the Sensuous Qualities of Translanguaging in a German Classroom

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Abstract:

In an Osnabrück classroom, deaf pupils learn to write German and German Sign Language using SignWriting, a movement writing system. The affordances of SW focus ideological attention on the qualia that characterize the phenomenological experiences of multimodal language practices, with the effect of enregistering such qualia as intersubjectively shared experience.
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Association:
Name: AAAL Annual Conference
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http://www.aaal.org


Citation:
URL: http://citation.allacademic.com/meta/p1199590_index.html
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MLA Citation:

Hoffmann-Dilloway, Erika. "Writing What We Feel: SignWriting and the Sensuous Qualities of Translanguaging in a German Classroom" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon, <Not Available>. 2017-07-22 <http://citation.allacademic.com/meta/p1199590_index.html>

APA Citation:

Hoffmann-Dilloway, E. "Writing What We Feel: SignWriting and the Sensuous Qualities of Translanguaging in a German Classroom" Paper presented at the annual meeting of the AAAL Annual Conference, Portland Marriot Downtown Waterfront, Portland, Oregon <Not Available>. 2017-07-22 from http://citation.allacademic.com/meta/p1199590_index.html

Publication Type: Colloquium Paper
Abstract: In an Osnabrück classroom, deaf pupils learn to write German and German Sign Language using SignWriting, a movement writing system. The affordances of SW focus ideological attention on the qualia that characterize the phenomenological experiences of multimodal language practices, with the effect of enregistering such qualia as intersubjectively shared experience.


Similar Titles:
The relationships between the use of mediational tools and writing performance in a computer-supported collaborative writing classroom

What Matters in Learning How to Write in a Foreign Language?: Predictors of Writing Quality for Argumentative and Narrative Writing

Mapping the Relationship among Cognitive Complexity of Writing Tasks, L2 Writing Quality, and Language Features of L2 Writing


 
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