{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86709"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86709","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Ethnography of Multimodal Communication in an English-Medium University-Level Classroom: A Social Semiotic Perspective on Learning","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Escobar Alméciga, Wilder; 0000-0002-5082-6236"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kearney, Erin","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:36:43Z","date_published":"2025-02-21T21:36:43Z","updated_at":"2026-07-27T19:05:34Z","subjects":["bilingual education","management","Latin American studies"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86709","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kearney, Erin","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Escobar Alméciga, Wilder; 0000-0002-5082-6236"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:36:43Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["bilingual education","management","Latin American studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86709"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Colombian schools and universities currently have entire courses or academic programs that use English as a Medium of Instruction (EMI). It is a common belief that such an initiative will enhance students' acquisition of communicative competences in English as a Foreign Language (EFL) and, consequently, respond effectively to the demands of National Educational Policies (Bonces, 2012; Beltrán, 2011; Corrales & Escamilla, 2016; Mariño, 2014; McDougald, 2009; McDougald, & Anderson, 2015; Zhyrun, 2016). Even though research on English instruction in Colombian academic contexts is vast, it has concentrated on procedural concerns regarding the implementation of teaching methodologies for primary and secondary education. Less has been done, however, in regards to the ways in which communication is configured in EMI in Higher Education (HE) contexts and the role that this communication has in the formation and transformation of the social climate for learning therein and, ultimately, the students' learning. As such, framed within social semiotics, this study examined interactions within a small group of adult students in a business course taught in English at a private university in Bogotá, Colombia. The study has the purpose of accounting for the complex reciprocities among the students' multimodal ways of communicating, the classroom learning climate, and ultimately the students' learning as mediated and evidenced through their interaction in EFL (Kress, 2010, 2011). As such, this ethnographic (Hymes, 1967, 1972, 1974, 1979, 1994) interaction analysis (Kress, 2010, 2011; Norris, 2004) reports findings on communicative events (Aukerman et al., 2017) suggesting that learning results from, and is evidenced through communication which is always multimodal. Findings also unveil ways in which communicative situations are formed and could be transformed in pursuit of learning in the EMI classroom. They suggest that communicative situations in the EMI classroom must be interactive, participative, collaborative, and competitive. Findings also show the ways in which actions in interactions are deployed through a multiplicity of modes—rather than only speech—to accomplish communicative action in the act of learning. Finally, findings fuel a discussion about the implications that this may have for pedagogy and learning in EMI.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Ethnography of Multimodal Communication in an English-Medium University-Level Classroom: A Social Semiotic Perspective on Learning"]}]}],"canonical_facts":{"dc:contributor":["Kearney, Erin","Learning and Instruction"],"dc:creator":["Escobar Alméciga, Wilder; 0000-0002-5082-6236"],"dc:date":["2025-02-21T21:36:43Z","2020"],"dc:description":["Ph.D.","Colombian schools and universities currently have entire courses or academic programs that use English as a Medium of Instruction (EMI). It is a common belief that such an initiative will enhance students' acquisition of communicative competences in English as a Foreign Language (EFL) and, consequently, respond effectively to the demands of National Educational Policies (Bonces, 2012; Beltrán, 2011; Corrales & Escamilla, 2016; Mariño, 2014; McDougald, 2009; McDougald, & Anderson, 2015; Zhyrun, 2016). Even though research on English instruction in Colombian academic contexts is vast, it has concentrated on procedural concerns regarding the implementation of teaching methodologies for primary and secondary education. Less has been done, however, in regards to the ways in which communication is configured in EMI in Higher Education (HE) contexts and the role that this communication has in the formation and transformation of the social climate for learning therein and, ultimately, the students' learning. As such, framed within social semiotics, this study examined interactions within a small group of adult students in a business course taught in English at a private university in Bogotá, Colombia. The study has the purpose of accounting for the complex reciprocities among the students' multimodal ways of communicating, the classroom learning climate, and ultimately the students' learning as mediated and evidenced through their interaction in EFL (Kress, 2010, 2011). As such, this ethnographic (Hymes, 1967, 1972, 1974, 1979, 1994) interaction analysis (Kress, 2010, 2011; Norris, 2004) reports findings on communicative events (Aukerman et al., 2017) suggesting that learning results from, and is evidenced through communication which is always multimodal. Findings also unveil ways in which communicative situations are formed and could be transformed in pursuit of learning in the EMI classroom. They suggest that communicative situations in the EMI classroom must be interactive, participative, collaborative, and competitive. Findings also show the ways in which actions in interactions are deployed through a multiplicity of modes—rather than only speech—to accomplish communicative action in the act of learning. Finally, findings fuel a discussion about the implications that this may have for pedagogy and learning in EMI.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86709"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["bilingual education","management","Latin American studies"],"dc:title":["Ethnography of Multimodal Communication in an English-Medium University-Level Classroom: A Social Semiotic Perspective on Learning"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:34Z"}