Ni hao!

Ni hao！

This is Inmaculada Pineda from the University of Malaga and today I'm presenting my second video lesson for the training program for CLIL teachers in Taiwan.

我是馬拉加大學的 Inmaculada Pineda，今天我將為臺灣的 CLIL 教師培訓項目展示我的第二節視頻課。

Today we're going to have a look at CLIL and multiliteracy.

今天，我們來看看 CLIL 和多元掃盲。

Enjoy!

請慢用

Hello again!

又見面了

This is Inmaculada Pineda from the University of Malaga and today I'm going to be talking about CLIL and multiliteracies.

我是馬拉加大學的 Inmaculada Pineda，今天我要談談 CLIL 和多元文學。

So let's get started!

那麼，讓我們開始吧！

Now multi-modal communication as we saw in our previous video is using more than one mode to create meaning and one or several media as tools or resources to combine those modes.

正如我們在上一段視頻中所看到的，現在的多模式傳播是指使用一種以上的模式來創造意義，並使用一種或幾種媒體作為工具或資源來組合這些模式。

So basically this girl here is studying science, CLIL science, and she is paying attention to a poster.

基本上，這個女孩正在學習科學，CLIL 科學，她正在關注一張海報。

So the poster is the medium and the modes here are drawings and text and colors and arrows and position on screen etc.

是以，海報是一種媒介，這裡的模式包括圖畫、文字、顏色、箭頭以及在螢幕上的位置等。

So those are the different modes on just one medium.

以上就是一種媒介上的不同模式。

I'm sure you can notice.

我相信你能注意到。

Now transpositional grammar is the theory that tries to explain how different modes can make meaning.

現在，轉述文法是一種試圖解釋不同模式如何產生意義的理論。

Transpositional grammar pays attention to both forms of meaning and functions.

轉位文法同時關注意義形式和功能。

So in this case we have as we saw before textual, visual, spatial, gestural and aural modes.

是以，在這種情況下，我們可以看到文字、視覺、空間、手勢和聽覺模式。

This is from the theory in 2001 by the New London Group and particularly Cress and Callancis.

這是 2001 年新倫敦小組，特別是 Cress 和 Callancis 提出的理論。

And then later on in 2015 they decided to increase the number of modes by having linguistic and tactile.

後來在 2015 年，他們決定增加語言和觸覺模式。

And then those forms, those modes can be implemented in forms.

然後，這些表單、模式就可以在表單中實現。

So the textual mode is implemented in text, the visual mode is implemented in image, the spatial mode is implemented in space or location, proximity etc.

是以，文字模式在文本中實現，視覺模式在影像中實現，空間模式在空間或位置、距離等方面實現。

The gestural mode is implemented in body form or in facial expression, gaze etc.

手勢模式通過身體形態或面部表情、目光等來實現。

The aural form is implemented in sounds or music and then eventually linguistic mode is implemented in speech.

聽覺形式通過聲音或音樂實現，最終通過語音實現語言模式。

And the tactile mode has to do with how we express for example in sculpture.

觸覺模式與我們如何表達雕塑等作品有關。

So when we touch objects and they have specific textures for example, those also have meaning.

是以，當我們觸摸物體時，例如它們有特定的紋理，這些紋理也是有意義的。

Now the functions of those modes have to do with reference or the representational function.

現在，這些模式的功能與參照或表徵功能有關。

Basically what is this about?

這到底是怎麼回事？

What is this mode about?

這種模式是怎麼回事？

And then agency has to do with the social function and basically it has to answer the question of who is doing this mode, who has the agency, who is creating this meaning.

然後，"代理 "與社會功能有關，從根本上說，"代理 "必須回答這樣一個問題：誰在進行這種模式，誰擁有代理權，誰在創造這種意義。

Then the structure or the organizational function has to do with what holds the meaning together, what holds the message together, how is it structured, how is it organized.

那麼，結構或組織功能就涉及到是什麼將意義凝聚在一起，是什麼將資訊凝聚在一起，它是如何構建的，它是如何組織的。

Then the context function or the contextual function has to do with what else is the meaning connected to.

那麼，語境功能或上下文功能就與意義還與什麼有關。

So if the message is also connected to other elements in the room or in the geographical context or the cultural context, how is it connected, what else is it connected to and how is it connected.

是以，如果資訊還與房間裡或地理環境或文化背景中的其他元素相關聯，那麼它是如何關聯的，還與什麼相關聯，又是如何關聯的。

And then the interest or the ideological function has to do with what is this message or this mode for, what are the intentions behind this message or the intentions behind this meaning.

其次，興趣或意識形態功能涉及到這一資訊或模式的目的是什麼，這一資訊或這一意義背後的意圖是什麼。

This is a table in which you can have the different functions here, the representational, social, organizational and then those are divided into the different modes.

在這張表格中，你可以看到不同的功能，如代表性、社會性、組織性，然後這些功能又被分為不同的模式。

Remember these are the relatively old modes, the five original ones and so for example the representational function in the linguistic mode can be expressed through naming and name giving.

請記住，這些都是相對古老的模式，即五種原始模式，是以，例如，語言模式中的表徵功能可以通過命名和起名來表達。

If you would like to have a larger explanation on the five questions towards a multi-modal grammar or the functional grammar that is proposed by Kress and Kalantzis, I strongly recommend you to visit this website.

如果您想更深入地瞭解克雷斯和卡蘭茨斯提出的多模態文法或功能文法的五個問題，我強烈建議您訪問這個網站。

I have the link, direct link here.

我有鏈接，直接鏈接在這裡。

Now when we are teaching students how to read and write, when we are teaching students how to be competent users of a language, particularly in terms of texts, we talk about literacy, we talk about how we teach learners to decode textual messages.

現在，當我們教學生如何讀寫時，當我們教學生如何成為語言的合格使用者時，特別是在文本方面，我們談論的是讀寫能力，我們談論的是如何教學習者解碼文本資訊。

Now if we are teaching specific content, for example if we're teaching math or science or technology or if we are teaching art or if we are teaching music, we talk about content specific literacy.

現在，如果我們正在教授特定的內容，例如，如果我們正在教授數學、科學或技術，或者如果我們正在教授藝術或音樂，我們就會談論特定內容的讀寫能力。

This means that there is a way of using language that is specific to a particular content.

這意味著有一種針對特定內容的語言使用方式。

So this is why we say that for example doctors speak in a specific way, in a certain way that is distinct or different from other people in society.

這就是為什麼我們說醫生說話的方式與眾不同，與社會上的其他人不同。

This is why we say that for example the language of science or the language of art is different and so this is when we are teaching content to our students, we are also teaching them content specific literacy.

這就是為什麼我們說科學語言或藝術語言是不同的，是以當我們向學生教授內容時，我們也在向他們教授特定內容的讀寫能力。

When we are teaching our students either language or content in a specific culture, we say that we're teaching them a culture specific literacy.

當我們在教授學生特定文化的語言或內容時，我們說我們在教授他們特定文化的讀寫能力。

Basically we are teaching them to decode messages in our culture and those messages might not be present in other cultures or may have different meanings in other cultures.

從根本上說，我們是在教他們解碼我們文化中的資訊，而這些資訊在其他文化中可能並不存在，或者在其他文化中可能有不同的含義。

Now when we are teaching our students through multi-modal communication, we talk about multi-modal literacy or the theory that has been developed into the educational part of multi-modal communication which is multi literacies.

現在，當我們通過多模態傳播來教育我們的學生時，我們談論的是多模態素養，或者是多模態傳播的教育部分所發展出來的理論，這就是多模態素養。

So there's this theory about how to introduce, how to help our students become proficient in decoding and producing messages that are multi-modal.

是以，有這樣一種理論，即如何介紹、如何幫助我們的學生熟練解碼和製作多模態資訊。

So when we have multi literacy, basically we are teaching our students to be able to decode messages in different modes and also because this is a clear classroom, we are also teaching them to decode messages in different languages, basically in our native language in your case is Mandarin Chinese, in my case is Spanish but also in the target language of course which in our cases is both English.

是以，當我們進行多元識字時，基本上我們是在教我們的學生能夠以不同的模式解碼資訊，而且因為這是一個清晰的課堂，我們也在教他們以不同的語言解碼資訊，基本上是以我們的母語，比如你們的母語是國語，我的母語是西班牙語，但也以目標語言解碼資訊，當然在我們的情況下都是英語。

Now when you are designing your multi literacy projects for your classes, you need to be aware of what we call the pedagogical repertoire.

現在，當你為班級設計多元識字項目時，你需要注意我們所說的教學劇目。

The pedagogical repertoire has to do with the different ways in which you can use modes and combine modes so that your students are using different cognitive processes so that they are either experiencing and this is what we call authentic literacy through multi-modality or they are conceptualizing and this is called the didactic literacy and then they might be analyzing, maybe analyzing a product or a process or a concept and this is called the most difficult but also most interesting to use in the CLIL classroom is teaching students to apply knowledge into some process or some sequence of activities or something and this is called the transformative literacy.

教學劇目與你可以使用模式和結合模式的不同方式有關，這樣你的學生就可以使用不同的認知過程，這樣他們要麼在體驗，這就是我們所說的通過多模式進行的真實掃盲，要麼在概念化，這就是所謂的說教掃盲，然後他們可能在分析、在文化語言學習的課堂上，這是最困難但也是最有趣的教學方式，即教學生將知識應用到一些過程或活動序列或其他東西中，這就是所謂的轉換性讀寫能力。

All of those four literacies are part of what multi-modal pedagogy or pedagogical approaches to your CLIL teaching.

所有這四種讀寫能力都是您的 CLIL 教學中多模式教學法或教學方法的一部分。

As I said the transformative literacy is the most difficult to do but it's also the most interesting.

正如我所說，變革性掃盲最難做，但也最有趣。

This is just a showing the different literacies, different pedagogical repertoire sections within the multi literacies approach and in situated practice students are immersed in the experience of the text and different discourses.

這只是展示了多元文化方法中不同的文化、不同的教學劇目，在情景實踐中，學生沉浸在文本和不同話語的體驗中。

They are learning unfamiliar maybe concepts or terms or ideas, they are learning new vocabulary and normally here you have longer explanations, you have longer intervention by the teacher.

他們學習的可能是不熟悉的概念、術語或觀點，他們學習的是新詞彙，通常情況下，教師的解釋和干預時間會更長。

Then if you're doing overt instruction, students are systematic, they are analytical and conscious about the form of the text.

如果你進行的是公開教學，學生就會有系統性，他們會對文本的形式進行分析並有意識地進行學習。

Again remember the text doesn't have to be literally a text, it can be oral communication or it can be a combination of text and graphs or pictures or images and they use multi literacies metalanguage.

請再次記住，文本不一定是字面意義上的文本，它可以是口頭交流，也可以是文本與圖表、圖片或影像的組合，而且它們使用的是多元文學金屬語言。

Basically they are engaging in producing meanings using more than one mode in this case.

在這種情況下，他們基本上是在使用一種以上的模式來產生意義。

Now with critical framing students are interpreting the world, they are interpreting maybe social differences or cultural differences and they are creating meanings in the text and again the text doesn't have to be literally words on paper and students view a text or a message maybe critically in relation to its context and then the transformed practice again this is the most interesting part is when students are able to transfer meaning making to other texts or context.

有了批判性框架，學生們就能解釋世界，解釋社會差異或文化差異，並在文本中創造意義，文本也不一定非得是紙上的文字，學生們也許會根據上下文批判性地看待文本或資訊，然後進行轉化練習，這也是最有趣的部分，學生們能夠將意義轉換到其他文本或上下文中。

Basically they are creating new meanings and they are learning in creative ways.

基本上，他們正在創造新的意義，他們正在以創造性的方式學習。

So this is as I said it's the most interesting part.

正如我所說，這是最有趣的部分。

I have another video lesson in which I am discussing how you can teach students to become proficient meaning makers in multi-modal communication so I'm not going to stop here today.

我還有一堂視頻課要討論如何教學生成為多模式交流中的熟練意義表達者，所以今天就不在這裡多說了。

Now let's move on to the tools that you can use to promote the use of multi literacies approach in the classroom.

現在，讓我們來談談在課堂上推廣使用多元識字方法的工具。

You can use YouTube or Vimeo or TikTok.

您可以使用 YouTube、Vimeo 或 TikTok。

Basically those are video repositories where you can find clips that can be interesting for your students maybe because of content also because of agents who are conveying the meaning.

基本上，這些都是視頻庫，你可以在其中找到學生感興趣的片段，也許是因為內容，也許是因為傳達意思的代理。

So basically if you show videos in which kids their age maybe from other countries are discussing something this is normally very interesting for them.

是以，如果你播放的視頻中，有來自其他國家的同齡孩子在討論什麼，他們通常會非常感興趣。

As in my previous video lesson you can use presentation software, PowerPoint, Prezi.

正如我之前的視頻課程一樣，你可以使用 PowerPoint、Prezi 等演示軟件。

I included this another one Keynote which is for Mac so if you're a Mac user maybe you prefer Keynote.

我還加入了另一款 Mac 版 Keynote，如果你是 Mac 用戶，也許你會更喜歡 Keynote。

Then video edition software I was telling you about all of those in my previous video and then for other tools you can use Canva.

然後是視頻版軟件，我在之前的視頻中已經向大家介紹過這些軟件，至於其他工具，你可以使用 Canva。

It's a very interesting design tool that has lots and lots and lots of templates and stickers and designs that you can use not only for your PowerPoints but also in case you're creating videos or posters or infographics.

這是一個非常有趣的設計工具，它有很多很多的模板、貼紙和設計，你不僅可以用它來製作 PowerPoint，還可以用它來製作視頻、海報或資訊圖表。

They help you a lot because you don't need to be a graphic designer to create relatively high quality multimedia materials.

它們能幫你大忙，因為你不需要成為平面設計師，也能製作出相對高質量的多媒體材料。

OK.

好的。

So this is very interesting.

所以這非常有趣。

Then there's this website that I would like to mention.

此外，我還想提一下這個網站。

It's called the CLIL Store.

它叫做 CLIL 商店。

The CLIL Store is a repository and I have the link to the CLIL Store here in case you're interested and it's my presentation is interactive.

CLIL Store 是一個資源庫，如果你感興趣，我在這裡有 CLIL Store 的鏈接，我的演示是互動式的。

So as you can see you can click once you have consulted you can click and it will direct you to the website.

是以，正如您所看到的，一旦您進行了諮詢，您就可以點擊，然後它就會引導您進入網站。

It's a repository where CLIL teachers have included not only video clips that they have used for their lessons but the actual lesson plans how they used it in the classrooms with details about sequencing and activities and vocabulary and whatnot.

在這個資料庫中，CLIL 教師不僅收錄了他們在課堂上使用的視頻片段，還收錄了他們在課堂上如何使用這些視頻片段的實際教學計劃，包括順序、活動、詞彙等細節。

It's very very interesting.

這非常非常有趣。

So I would strongly recommend you to use it.

是以，我強烈建議您使用它。

OK.

好的。

In terms of the the multimodal elements that you can use to foster multiliteracy among your students.

您可以利用多模式元素來培養學生的多元文化素養。

I would like to show you this video.

我想給你們看這段視頻。

This video is from the Lion King and it's it's a good way to ask your students to reflect on how music can change the message of the same video.

這段視頻來自《獅子王》，可以讓學生思考音樂如何改變同一視頻所傳達的資訊。

So if we if we play the video let's see you can see. OK so now I have the activities that I'm proposing for you to do in the lesson plan.

所以，如果我們播放視頻，你就能看到了。 好了，現在我為大家準備了教案中的活動。

The first task is for you to have a group discussion reflecting on the lesson plan you designed for my first video session.

第一項任務是讓你們進行小組討論，反思你們為我的第一節視頻課程設計的教案。

So the lesson plan you did for me in my first video session.

所以，你在我的第一次視頻課程中為我做的教案。

I want you to consider which parts of the pedagogy of multiliteracies were you using.

我希望你們思考一下，你們使用了多元文學教學法的哪些部分。

You might not be aware that you were using transformative literacy or analyzing literacy.

你可能沒有意識到自己正在使用變革性讀寫能力或分析性讀寫能力。

But in this case when you go back and reflect on what you have designed you were using part of this multiliteracies pedagogical repertoire for sure.

但是，在這種情況下，當你回過頭來反思你所設計的內容時，你肯定使用了多元文 化教學法的部分內容。

So try to think about which parts you were using why you were using those how you were using those and to what purpose.

是以，試著想想你在使用哪些部分，為什麼要使用這些部分，如何使用這些部分，目的是什麼。

And then the second question would be would it be possible to combine the pedagogy of multiliteracies with other methodologies and models that you may be using in your classroom.

第二個問題是，是否有可能將多元文學教學法與你在課堂上使用的其他方法和模式結合起來。

So is it possible to combine pedagogy of multiliteracies with for example communicative teaching or project based learning task based learning any of the other methodologies that you might be using in your classrooms.

那麼，是否有可能將多元文學教學法與例如交際教學法或基於項目的學習法、基於任務的學習法等你可能在課堂上使用的任何其他方法結合起來呢？

If it's possible and you think it's possible how is it possible.

如果有可能，你也認為有可能，那怎麼可能呢？

How would you actually implement the combination of different pedagogical approaches in your classroom.

你將如何在課堂上將不同的教學方法結合起來？

OK so this is the first task which is a discussion and then the second task.

這是第一項任務，即討論，然後是第二項任務。

Yes you guessed it's again design a lesson plan for your CLIL course in which you develop a transformed practice methodological approach.

是的，你猜對了，這又是為你的 CLIL 課程設計一個教案，在這個教案中，你要開發一種轉化實踐的方法論。

OK so basically you are using the transformative literacy approach into your CLIL classroom.

好了，基本上您是在您的 CLIL 課堂上使用變革性識字方法。

Some of you might have done it before in the previous session without knowing but I want you to if you did then you need to design a new lesson plan in which you again use the term transformed practice.

你們中的一些人可能在上一節課中不知不覺地做了這個練習，但我希望你們如果做了，就需要設計一個新的教案，在其中再次使用 "轉化練習 "這個術語。

But most likely you didn't and this is why I want you to do it today.

但很可能你沒有，這就是為什麼我希望你今天就這樣做。

OK you should work again in groups of two and three preferably teachers who have similar content courses as yours but not necessarily you can group as whatever you want.

好了，你們應該再以兩人或三人為一組，最好是與你們的課程內容相似的教師，但不一定，你們可以隨意分組。

OK my CLIL tip on multiliteracy whenever you can try horizontal coordination.

好吧，我的 CLIL 多元識字建議，無論何時都可以嘗試橫向協調。

So if there are more CLIL teachers in your institution try creating a CLIL teaching team.

是以，如果貴機構有更多的 CLIL 教師，可以嘗試創建一個 CLIL 教學團隊。

Try establishing regular meetings so that you can share materials, co-create materials, share tips and whatnot and maybe have group therapy.

嘗試建立定期會議，這樣你們就可以分享材料、共同製作材料、分享技巧和其他東西，或許還可以進行集體治療。

I would also strongly recommend you to have not only horizontal coordination with content teachers but also with English language teachers.

我還強烈建議你們不僅要與教學內容教師進行橫向協調，還要與英語教師進行橫向協調。

This is essential for the success of the CLIL implementation in your school.

這對貴校成功實施 CLIL 至關重要。

Try to get English teachers involved in the bilingual education program for example by asking them to maybe introduce some of the vocabulary that will be needed for your lessons in their lessons or maybe some of the structural linguistic forms that you will need for your lessons.

嘗試讓英語教師參與到雙語教育計劃中來，比如請他們在自己的課程中介紹一些你的課程所需的詞彙，或者介紹一些你的課程所需的語言結構形式。

Maybe the use of the future or the simple present etc.

也許是使用將來時或簡單現在時等。

You can also collaborate with international CLIL projects.

您還可以與國際 CLIL 項目合作。

There is here in Europe there's one that's e-tweening CLIL project and they have international connections.

在歐洲，有一個電子化的 CLIL 項目，他們與國際接軌。

So even though it is European project it has connections with Thailand for example Singapore etc.

是以，儘管這是一個歐洲項目，但它與泰國（如新加坡等）也有聯繫。

So I'm sure you can join some of the e-tweening groups.

所以，我相信你可以加入一些電子溫情團體。

Also an easy way to have contact with other CLIL professionals is by joining Facebook groups particularly.

此外，加入 Facebook 群組也是與其他 CLIL 專業人員聯繫的一種便捷方式。

There's one here that I'm suggesting.

這裡有一個我的建議。

It's actually the one I belong to so you can post questions, materials, worries and concerns.

實際上，我就是屬於這個網站的，是以您可以在上面發佈問題、材料、煩惱和憂慮。

I mean it's really really helpful and when there are publications or new videos about CLIL they also post them here so it's very interesting.

我的意思是，它真的非常有用，當有關於 CLIL 的出版品或新視頻時，他們也會在這裡發佈，所以非常有趣。

Well thank you again for listening.

再次感謝您的聆聽。

As you know this is my email address in case you have questions or comments or maybe you would like to consult with me.

如您所知，這是我的電子郵件地址，如果您有問題或意見，或者想諮詢我的意見，請發電子郵件給我。

I have a number of references that I strongly recommend to check particularly this one which is a very interesting article about media theory and semiotics in terms of multiliteracies theory.

我強烈建議大家查閱一些參考文獻，尤其是這篇文章，這是一篇非常有趣的文章，從多元文 化理論的角度探討了媒體理論和符號學。

Thank you.

謝謝。