Self-Discovery and Healing in Nepantla: Multimodality and Learning by Design in a Mixed Spanish University Classroom

This article explores the enactment of inclusive pedagogical practices in an intermediate, Spanish-as-a-secondlanguage mixed writing class in an R1 university in Texas during the COVID-19 pandemic. Specifically, this work examines how the use of authentic resources tied to heritage language (HL) and second language (L2) students' geographic, linguistic, and social identities helped learners unveil and articulate their experiences and struggles during the pandemic. All curricular elements were grounded in the multiliteracies framework "Learning by Design."Students' learning also relied on translanguaging. The first part of the article provides a theoretical introduction, and it reviews previous studies. This is followed by the presentation of the instructional context and an example of an intervention based on the works of Chicanx writer Gloria Anzaldúa. The next sections focus on the qualitative and social semiotic analyses of learners' multimodal interpretations and personal appropriations of Anzaldúa's concept of "nepantla."The results revealed similarities and differences between the HL and L2 learners in terms of the themes embedded in their artifacts and the chosen modes of communication. As expected, themes connected with COVID-19 played a prominent role for both student populations. The social semiotic analysis showed a high degree of congruity between the employed multimodal resources and the messages conveyed, which points to the effectiveness of Learning by Design to contribute to HL and L2 students' growth as multimodal communicators. Also, the comprehensiveness and richness of the emotions expressed in all artifacts suggest that both groups could connect with the task at a deeply personal level. © Common Ground Research Networks, Gabriela C. Zapata, All Rights Reserved.

Loteria in the Age of COVID-19: A Social Semiotic Analysis of Two Artistic Visions

The purpose of this project was to compare two different COVID-19 Mexican loteria versions by Mexican-American artists Ernesto Quinonez Curiel and Pinche Raf. Their work was inspired by the most popular traditional loteria set Don Clemente Gallo, created by Don Clemente Jacques in 1913. Social semiotics was employed in the analysis of the images and text in the two COVID-19 artistic renderings with the objective of discovering the similarities and differences between the artists' works, and the messages they sought to convey. The analysis also attempted to uncover how the artists expressed their Mexican-American identity and connected with their audience. The results reveal the use of English and Spanish in both works, and a focus on the medical and social aspects of the pandemic and mandatory quarantine. Additionally, both loteria sets incorporated linguistic and cultural elements connected to the artists' Mexican-American heritage. The works differ in the way in which they were organized, the use of Spanish and English, and the medical and social topics included. The overall analysis shows that, through a variety of semiotic resources, both artists were able to reflect the different emotions brought about by the COVID-19 situation and to establish a connection with Mexican-American audiences.