Yamith José Fandiño Parra Google Scholar
Introduction
MULTIMODALITY AND MULTILITERACIES
According to Magnusson and Godhe (2019), multimodality has become an everyday practice because of the increased use of digital technology. This technology allows people to combine a variety of modes (linguistic, visual, gestural, tactile, spatial, and audio), modalities (paper-based texts, e.g. textbooks and posters; digital multimodal texts, e.g. web pages and animations; live multimodal texts, e.g. oral storytelling and performances) and media (Radio, TV, cinema, magazines, newspapers, internet-based websites, etc.). Such augmented combination puts meaning making in a new light. This is so as the use of various modes, modalities, and media to create meaning and mediate it affects the nature of language, communication, and education.
In light of this new reality, ELT cannot keep working with language components (grammar, vocabulary, and pronunciation), language skills (listening, reading, writing, and speaking) and communicative competence (linguistic, sociolinguistic, pragmatic and discursive). Teachers and students need to realize there is a new communication ecosystem that demands understanding the dynamic interrelationships between social dimensions, discourse and communications technology in both physical and digital environments (Foth & Hearn, 2007). As a result, ELT needs to open itself to the use of new literacies and new pedagogies that consider the complexity of the relationships between the various meaning or semiotic systems present in the 21st century.
Task
WHAT WE WILL DO
This activity will embark you on a reflective journey of what multimodality and multiliteracies mean for EFL teachers.
- Initially, you will be asked to explore some useful resources in which you can find relevant information.
- Then, you will be asked to write a 3-paragraph essay where you share your point of view about the meaning of teaching English as a foreign language from a multimodal and multi literate perspective.
- Finally, you will share your essay for classmates to be able to provide feedback on it.
Process
HOW WE WILL DO IT
1. Useful resources
- First, go to the paper "Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers". Read the section "Multimodality and teacher education". Take notes.
- Next, go to the paper "Using Multiliteracies to Engage Learners to Produce Learning". Read the section Literature review, particularly 2.1, 2.2, and 2.3. Take notes.
- Finally, watch the video "Multiliteracies and multimodality" produced by colectivo producciones. The content of this video shows how multiliteracies and multimodality expressions are used and developed around a public school in Antioquia. Take notes.
2. Now that you have a good number of notes about the importance of multimodality and multiliteracies in the teaching of English as a foreign language, start writing a 3-paragraph essay.
- First, go to the website citethisforme and check out "Writing a Three-Paragraph Essay". Pay attention to the outline of a 3-paragraph essay.
- Then, watch the video "Three part essay format". Pay attention to tips and suggestions needed when writing a 3-paragraph essay.
- Finally, use the "three-paragraph essay format" provided by freeology.
Evaluation
Conclusion
We have embarked on a reflective journey on multimodality and multiliteracies in ELT. You have checked out some useful academic resources.
As a result of the exploration of those resources and your reflection as a future English teacher, you were asked to come up with a 3-paragraph essay. You have also check out some useful formative resources.
Now, you may agree with Tan and McWilliam (2009, p.4) when they state that teacher need to:
1. facilitate the development of students’ interests and abilities through the use of new digital media relevant to the students’ lifeworld;
2. provide students with the opportunity to learn in an environment that is more flexible and less prescriptive than a structured traditional classroom;
3. create opportunities for students to develop knowledge and skill sets relevant to the 21st century, including digital literacies, communicative competence, and abilities to lead and work in teams; and
4. allow students to take ownership of their own learning process and outcomes through self-directed learning and knowledge construction.
Credits
References
Barbeau. E. (2017). Writing a Three-Paragraph Essay. https://www.citethisforme.com/blog/2017/10/13/writing-three-paragraph-essay
Farías, M., & Véliz, L. (2019). Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers. Profile: Issues in Teachers’ Professional Development, 21(2), 13-27. https://doi.org/10.15446/profile.v21n2.75172
Ganapathy, M. (2014). Using Multiliteracies to Engage Learners to Produce Learning. International Journal of e-Education, e-Business, e-Management and e-Learning, 4(6), 410-422.
Magnusson, P., & Godhe, A.-L. (2019). Multimodality in Language Education – Implications for Teaching. Designs for Learning, 11(1), 127–137. DOI: http://doi.org/10.16993/dfl.127
Tan, P.L. & McWilliam, E. (2009). From literacy to multiliteracies: Diverse learners and pedagogical practice. Pedagogies: An International Journal, 4(3), 213-225.