<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322021000100185</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v26n01a07</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Intermodality and Multilingual Re-instantiation: Joint Construction in Bilingual Genre Pedagogy]]></article-title>
<article-title xml:lang="es"><![CDATA[Intermodalidad y reinstanciación multilingüe: construcción conjunta en la pedagogía de género bilingüe]]></article-title>
<article-title xml:lang="fr"><![CDATA[Intermodalité et ré-instanciation multilingue : une construction conjointe dans la pédagogie de genre bilingue]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kartika-Ningsih]]></surname>
<given-names><![CDATA[Harni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rose]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitas Indonesia Faculty of Humanities Department of Linguistics]]></institution>
<addr-line><![CDATA[ West Java]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,The University of Sydney Linguistics ]]></institution>
<addr-line><![CDATA[ NSW]]></addr-line>
<country>Australia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>185</fpage>
<lpage>205</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322021000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322021000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322021000100185&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper discusses the roles of intermodality and multilingualism in a genre pedagogy program aimed to improve students&#8217; literacy in Indonesia. It draws on data from an intervention program which extended the Reading to Learn (R2L) genre-based literacy pedagogy to embed English literacy learning in biology lessons for Indonesian junior high school students. This bilingual R2L program is innovative in that it involves the use of written and spoken Bahasa Indonesia and English for both teaching materials and instruction. This particular study focuses on the final stage of the program: The collaborative writing process known as joint construction. This is conducted in the bilingual R2L program by jointly making notes from Indonesian (L1) reading texts, jointly re-instantiating these notes as English (L2) lexis, and then using these L2 notes to jointly construct new L2 texts. The methodology is thus intermodal and multilingual, from written L1 texts, through oral dictation to L1 notes, then through bilingual discussion to re-instantiation as written L2 lexis, and finally through further bilingual discussion to re-instantiation as written L2 text. The study applies genre and register theory to closely examine classroom interactions in Joint Construction, from the perspectives of their structuring, the intermodal sourcing of meanings, and relations between teachers and learners. Evidence from student assessments suggest these designed applications of intermodality and multilingual reinstantiation are highly effective in the development of autonomous skills in L2 science writing. This article aims to describe how and why they are so effective.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza los roles de la intermodalidad y el multilingüismo en un programa basado en la pedagogía de género diseñado para mejorar la lectoescritura académica de los estudiantes en Indonesia. El presente estudio se basa en datos de un programa de intervención que adopta y extiende la pedagogía de género llamada Leer para Aprender (LPA), que en este caso incorporó lecciones de lectoescritura académica en el área de biología con el aprendizaje de inglés para estudiantes de educación básica secundaria en Indonesia. Este programa bilingüe de LPA es innovador en cuanto involucra el uso del idioma bahasa indonesio y el inglés oral y escrito, tanto para los materiales didácticos como para los ciclos pedagógicos. Este estudio en particular se centra en la etapa final del programa: el proceso de escritura colaborativa, conocido como construcción conjunta. En el programa bilingüe LPA aquí descrito, se lleva a cabo este proceso mediante la toma conjunta de notas de textos de lectura en Bahasa indonesio (L1), las cuales son reescritas de manera conjunta por los estudiantes y el profesor de inglés (L2), para luego ser usadas en la construcción conjunta de nuevos textos en L2. La metodología, por lo tanto, es intermodal y multilingüe, es decir, se empieza con textos escritos en L1, se sigue con el dictado oral hasta la construcción de notas en L1; y luego se pasa por la discusión bilingüe, hasta llegar a la reescritura de vocablos escritos en L2, para llegar finalmente a un nuevo texto escrito en L2, a través de una discusión bilingüe adicional. El estudio aplica la teoría de género y registro para analizar en detalle las interacciones en el aula, en la construcción conjunta desde las perspectivas de su estructuración, del origen intermodal de significados y de las relaciones entre profesores y alumnos. La evidencia de las evaluaciones de los estudiantes sugiere que estas aplicaciones de intermodalidad y reinstanciación multilingüe son muy efectivas en el desarrollo de habilidades autónomas en la escritura de textos en biología en L2. El presente artículo se propone describir el cómo y el porqué de su efectividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article examine les rôles de l&#8217;intermodalité et du multilinguisme dans un programme de pédagogie des genres visant à améliorer la littéracité des élèves en Indonésie. Il s&#8217;appuie sur les données d&#8217;un programme d&#8217;intervention qui a étendu la pédagogie d&#8217;alphabétisation basée sur le genre Reading to Learn/Lire pour Apprendre (R2L), pour intégrer l&#8217;apprentissage de l&#8217;alphabétisation en anglais dans des cours de biologie destinés aux élèves indonésiens du premier cycle du secondaire. Ce programme bilingue R2L est innovant en ce qu&#8217;il implique l&#8217;utilisation de l&#8217;indonésien et de l&#8217;anglais écrit et parlé pour le matériel pédagogique et l&#8217;instruction. Cette étude particulière se concentre sur la dernière étape du programme, le processus d&#8217;écriture collaborative connu sous le nom de construction conjointe. Ceci est réalisé dans le programme bilingue R2L en prenant ensemble des notes à partir de textes de lecture indonésiens (L1), en réecrivant ensemble ces notes en lexique anglais (L2), puis en utilisant ces notes en L2 pour construire ensemble de nouveaux textes L2. La méthodologie est donc intermodale et multilingue, depuis les textes écrits en L1, en passant par la dictée orale jusqu&#8217;aux notes en L1, puis en passant par la discussion bilingue jusqu&#8217;à la ré-instanciation sous forme de lexis écrit L2, et enfin par la poursuite de la discussion bilingue jusqu&#8217;à la ré-instanciation sous forme de texte écrit L2. L&#8217;étude applique la théorie des genres et des registres pour examiner de près les interactions en classe dans la construction conjointe du point de vue de leur structuration, de l&#8217;approvisionnement intermodal des significations et des relations entre les enseignants et les apprenants. Les résultats des évaluations des étudiants suggèrent que ces applications conçues de l&#8217;intermodalité et de la réinstauration multilingue sont très efficaces dans le développement de compétences autonomes en rédaction scientifique L2. Cette étude vise à décrire comment et pourquoi ils sont si efficaces.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[genre pedagogy]]></kwd>
<kwd lng="en"><![CDATA[bilingual education]]></kwd>
<kwd lng="en"><![CDATA[joint construction]]></kwd>
<kwd lng="en"><![CDATA[EFL]]></kwd>
<kwd lng="en"><![CDATA[Reading to Learn]]></kwd>
<kwd lng="en"><![CDATA[intermodality]]></kwd>
<kwd lng="en"><![CDATA[multilingualism]]></kwd>
<kwd lng="es"><![CDATA[pedagogía de género]]></kwd>
<kwd lng="es"><![CDATA[educación bilingüe]]></kwd>
<kwd lng="es"><![CDATA[construcción conjunta]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[Leer para Aprender]]></kwd>
<kwd lng="es"><![CDATA[intermodalidad]]></kwd>
<kwd lng="es"><![CDATA[multilingüismo]]></kwd>
<kwd lng="fr"><![CDATA[pédagogie des genres]]></kwd>
<kwd lng="fr"><![CDATA[éducation bilingue]]></kwd>
<kwd lng="fr"><![CDATA[construction conjointe]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[lire pour apprendre]]></kwd>
<kwd lng="fr"><![CDATA[intermodalité]]></kwd>
<kwd lng="fr"><![CDATA[multilinguisme]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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