1. The sociolinguistic landscape of contemporary Colombia
1.1. Concept of SUPER-DIVERSITY
1.1.1. Blommaert and Rampton (2011)
2. Leading Questions
2.1. How are students embodying meaning-making and negotiating their identities in the superdiverse ecology of the classroom?
2.2. How are teachers facilitating this kind of negotiation?
2.3. What attention is given to the students’ multicultural and multilingual practices?
2.4. How are the diverse cultural semiotic resources of students taken into account in classrooms?
3. Conceptual tools to help teachers
3.1. Multimodal social semiotic purview
3.1.1. (Álvarez Valencia, 2021; Kress, 2010)
3.2. Bi/multilingualism and translanguaging
3.2.1. (García & Wei, 2014; Lin, 2015)
3.3. Superdiversity
3.3.1. (Blommaert & Rampton, 2011)
3.4. Posthumanism
3.4.1. (Pennycook, 2018)
3.5. Intersectionality
3.5.1. (Hills-Collins & Bilge, 2016)
3.6. Decolonial thought
3.6.1. (Walsh, 2009)
4. Semiotics
4.1. Process and effects of
4.1.1. production
4.1.2. reproduction
4.1.3. reception
4.1.4. circulation
4.2. "Process and structures through which meaning is constituted"
4.2.1. (Hodge & Kress, 1988, p. 2)
5. For my research study
5.1. Support for the Decolonial Turn
5.1.1. Academic traditions, bounded by geographic and socio-historical trajectories
5.1.1.1. In Latin-America
5.1.1.2. Indigenous movements
5.1.1.2.1. Antolinez (2011)
6. Current communication landscape
6.1. Social
6.2. Cultural
6.2.1. diversity
6.2.1.1. Translocal semiotic practices
6.2.1.1.1. Álvarez Valencia (2016)
6.2.1.2. Social media & online mediated IC
6.3. Linguistic
6.4. Schools in Colombia
6.4.1. Constant mobility of minoritized groups with distinct cultural resources
6.4.1.1. Ortega (2019); Pabón-Suárez (2019); Usma et al. (2018)
7. Multimodality
7.1. Co-occurrence of different sources of meaning or modes of communication
7.1.1. Images
7.1.2. Speech/written language
7.1.3. Color
7.1.3.1. meaning
7.1.4. Gesture
7.1.5. Form / Shapes
8. Cultural Semiotic Resources (CSR)
8.1. Culture plays a central role in meaning-making
8.1.1. Culture as a framework
8.2. Semiotic resources
8.2.1. Meanings appropriated by individuals
8.2.1.1. = Repertoire of semiotic resources
8.2.2. Cultural resources
8.2.2.1. Regularization
8.2.2.2. Ritualization
8.2.2.3. Conventionalization
8.2.2.3.1. Álvarez Valencia (2022)
8.2.2.4. Group cohesion
8.2.2.5. Coordination
8.3. Part of individuals daily lives... Mobilized by linguistic systems
8.3.1. Material artifacts
8.3.2. Non-material artifacts
9. Re-sourcing Semiotic Resources in Language Classrooms
9.1. Classroom as a multi-semiotic space
9.1.1. Ts need to recognize and resource Ss' cultural resources
9.1.1.1. Stein (2008)
9.1.2. Promote
9.1.2.1. Social justice
9.1.2.2. Democratic values
9.1.3. Broadening forms of representation in Ss
9.1.3.1. Stein and Newfield (2007)
9.2. Re-sourcing resources
9.2.1. Rearticulating
9.2.2. Recovering
9.2.2.1. In COLOMBIA
9.2.2.1.1. Voiceless Ss
9.2.3. Legitimizing
9.2.4. "transformative activity that helps us come to new understandings about who we are, what we feel and what we know" (p. 39)
9.2.4.1. Stein (2004)
10. Trans-semiotizing as a Pedagogical Resource in Decolonial Bi/multilingual Education
10.1. Translanguaging
10.1.1. Other semiotic systems participate
10.1.1.1. Meaning-making
10.1.1.1.1. (García, 2009; García & Wei, 2014; Wei, 2018)
10.2. Trans-semiotizing
10.2.1. Movement across semiotic resources
10.2.1.1. Linguistic modality
10.2.1.2. Multimodality
10.2.1.3. Multisensory entanglements
10.2.1.4. Heteroglossic entanglements
10.2.2. Meaning makers
10.2.2.1. embody, enact, negotiate and co-construct
10.2.2.1.1. in different conditions and arrangements
10.3. Final Remark
10.3.1. "Decolonizing education embraces trans-semiotic practices in classrooms" (p. 182)
10.3.1.1. Álvarez Valencia (2022)