Jenifer Ho

The Hong Kong Polytechnic University | PolyU · Department of English and Communication

As language learning has become increasingly globalised, mobile and online, instances of language learning of significant value cannot be obtained by using conventional means such as on-site observation or video recording in classrooms. In this article, I present a new approach to collecting data in the online language learning context with an aim...

This article offers an alternative view of mobile learning, moving away from a focus on technology to an emphasis on the mobilization of multiple resources by the learner and the interactivity between the learner and the environment. We present an analysis of an episode of self-directed online learning by a multilingual learner using the perspectiv...

YouTube is increasingly used as a platform for knowledge sharing and construction. It provides a space for micro-celebrities to interact with audience from different lingua-cultural backgrounds. Such interactions, provide opportunities for people to make aspects of identities (ir)relevant through doing interculturality. While studies on intercultur...

Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a fra...

Digital multimodal composing (DMC) allows students to mobilize a wide range of multimodal resources to make meaning. While studies in DMC tended to focus on language-learning contexts, few of them examine its use in content-based courses whereby students are proficient L2 users expected to demonstrate understanding of abstract concepts using DMC. D...

While the effectiveness of facemasks against COVID-19 has now become largely uncontroversial, at the beginning of the global pandemic, wearers of facemasks were often the target of sometimes racially tinged attacks. Wearing facemasks (or not) became not just a question of science, but evolved into a more complex issue of social identity, morality a...

This study develops a framework that integrates multimodality and translanguaging to analyze meaning-making in an online English teaching video. We consider pedagogy as more than teaching approaches and methods, but as a process of design that is realized by the orchestration of multimodal semiotic resources. In terms of multimodal analysis, we sys...

This paper investigates students' creation of a translanguaging space through engaging in digital multimodal composing (DMC). Engaging in DMC is an act of translanguaging whereby students mobilise a range of resources in their repertoires, including spoken and written language, image, sound effects, also bringing with them their identity and experi...

Language learning through online platforms is becoming increasingly popular. The technological affordances of YouTube provide a translanguaging space for learners and teachers alike to bring their different identities, experiences and histories and create a coordinated performance (Li 2011, “Moment Analysis and Translanguaging Space: Discursive Con...

Peer review is seen as an integral part of the writing process, particularly in the process-based writing approach in which students are encouraged to exchange drafts at various stages of writing to obtain oral and/or written feedback to enhance their writing quality.

The massive introduction of face-masks across the world after the outbreak of the COVID-19 pandemic has transformed how they are designed and branded. Instead of merely focusing on functional qualities, face-mask producers have started to draw upon symbolic values in their branding discourse. Against this background, the present study investigates...

https://www.cambridge.org/core/elements/viral-discourse/21AB09E9D27AC77408ACEDC3E0F6BEC9

Virtual learning sites give learners unprecedented control and autonomy over their own learning. The flexible learning pathway is mainly contributed by the design of the apps, which offers a variety of linguistic and semiotic resources for language learning. So far, there is only limited research on the multimodal design of language learning apps....

This article explores how online videos with a pedagogical focus can possibly make an impact on our current language teaching and learning practices. The affordance of videos to create multimodal content that can be shared with the public allows content creators to use a wide range of resources, such as spoken and written language, gestures, screen...

In this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The approach is that of translanguaging , which seeks to push the boundaries not onl...

Mobile technologies and mobile learners have transformed the way people learn languages. In particular, they give rise to a new form of language learning: the use of online language learning platforms, a kind of virtual learning environment that offers learning opportunities that are mobile, social and multimodal (Jones and Hafner, 2012; Richards,...

Research increasingly shows that language learning is a complex process that cannot be contained within the four walls of a classroom. However, we do not have enough empirical knowledge of what learners do if they decide to learn a language on their own for free. Learning a language for free is an especially attractive idea in the current context o...

A book review of 'Multimodality, Learning and Communication', by J.Bezemer and G. Kress.