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Weninger, Csilla
Preferred name
Weninger, Csilla
Email
csilla.weninger@nie.edu.sg
Department
English Language & Literature (ELL)
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32 results
Now showing 1 - 10 of 32
- PublicationMetadata onlyAffective governance as multimodal discursive practice in Singapore' COVID-19 vaccination videoDrawing on scholarship on affective-discursive practice and employing a critical multimodal analytic approach, this paper examines how an official vaccination campaign video from Singapore affectively engages with audiences through the construction of various social relationships and identities. Analysis of the multimodal images identifies four salient themes in the video: (1) a harmonious neighborhood comprising inter-ethnic friendships, (2) a paternalistic father-child relationship, (3) a male-dominant family model, and (4) a nostalgic past-present relationship. The analysis shows that affect is discursively mobilized in the orchestration of embodied modes, auditory, and visual modes via strategic filming and editing techniques. Based on the analysis, the authors argue that the video not only functions to subtly persuade the public to get vaccinated but should also be seen as part of a broader move toward an ‘affective politics’ which aims to mobilize the public, reinforce social cohesion and manage the global pandemic crisis in contemporary Singapore.
150 - PublicationMetadata onlyApplying multimodal analysis: Embodied teaching and textbook analysis
This chapter builds on Chapter 4 and introduces two main applications within applied linguistics stemming from a systemic-functional semiotic theory of multimodality: embodied teaching and language textbook analysis. The chapter first gives a brief overview of the broader field of research that each of these applications is located in. Then each focal area is elaborated and illustrated via a case study conducted by the authors. Each case study provides a rationale for why multimodal analysis is appropriate given the research focus and questions, demonstrates how multimodal analysis was implemented and conducted, and reflects on the challenges of its implementation in applied linguistic research contexts.
28 - PublicationOpen AccessMultiliteracies in the Singapore English language classroom: Designing learning(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022)
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The purpose of this project is first to understand how multiliteracies, specifically multimodal literacy, are currently taught in the English Language subject classroom in Singapore schools and then second, to develop an instructional approach, informed by Systemic Functional Theory, multiliteracies, and multimodality studies, to teach multimodal literacy for upper primary and lower secondary students.
The study adopts a design-based research approach which involved the team of researchers working closely with the teacher-participants in the co-design of lesson packages. The goal of design-based research is to develop contextually-sensitive pedagogical practices and instructional strategies with a focus on the teacherparticipants’ professional learning and growth in the process.1815 1196 - PublicationMetadata onlyFrom language skills to literacy: Broadening the scope of English language education through media literacyThe narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.
66 - PublicationOpen AccessMultiliteracies in the Singapore English language classroom: Perceptions and practices.(National Institute of Education (Singapore), 2020)
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; ; 366 388 - PublicationOpen AccessUnderstanding the role of caregiver-child pedagogical questioning in Singaporean children’s school readiness and achievement(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2024)
; ; ; 87 258 - PublicationMetadata onlyMethodological considerations in researching teachers’ views and practices of media literacy
When researching media literacy, one important area of study is to investigate how teachers’ beliefs and classroom practices impact processes and outcomes of media literacy education. In this chapter, we discuss methods for researching two main areas concerning teachers in media literacy education: teachers’ views and their pedagogical practice. Situating the discussion within the broader field of teacher research, we discuss methods for researching each area. Regarding teachers’ views, the focus will be on surveys while the two main tools we discuss for studying teacher pedagogical practice are classroom observation and interviews. Throughout the chapter, we emphasize the need to situate methodological decisions against the backdrop of the larger aims of the research project and illustrate points through vignettes from an actual study of teachers’ views and practices of media literacy education.
8 - PublicationEmbargoSinglish in TikToksA growing body of research within World Englishes has mapped multilinguals’ language use in digital and social media. While some studies have carried questions and methodologies of offline sociolinguistics into the digital realm, there is increasing recognition that online communication must be studied as digital social practice where different Englishes act as resources in the expression of identities and the negotiation of social meanings and relationships. This study contributes to this body of scholarship by examining the use of Singlish in a corpus of 50 TikToks produced by 21 Singaporean content creators. A quantitative investigation of features established the most frequently used pragmatic, lexical and morpho-syntactic features, while the qualitative discourse analysis examined how these features were drawn upon in the expression of stances and identities. Results support theorizations of Singlish as shifting assemblages of features in multiple scales of the indexical order.
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