Multimodality in English Language Learning (eBook, PDF)

Redaktion: Diamantopoulou, Sophia; Ørevik, Sigrid

• Format: PDF

Produktbeschreibung

This edited volume provides research-based knowledge on the use, production and assessment of multimodal texts in the teaching and learning of English as an Additional Language (EAL). This collection will be of interest to scholars in multimodality, language education, and teacher education.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 302
• Erscheinungstermin: 30. Dezember 2021
• Englisch
• ISBN-13: 9781000529180
• Artikelnr.: 63109362

Autorenporträt

Sophia Diamantopoulou is a lecturer at the UCL Institute of Education and has previously worked as a teacher across a number of learning sites, including teaching EAL. She is a member of the Centre for Multimodal Research with interest in the fields of visual communication, social semiotics, museum education, and embodied learning. Sigrid Ørevik, PhD, is an associate professor at the Department of Foreign Languages, University of Bergen, Norway, where she teaches and supervises student teachers of EAL. Her research focuses primarily on genre and multimodality in materials for teaching, learning, and assessment in the school subject of English.

Inhaltsangabe

List of Figures and Tables
Author biographies
Preface and Acknowledgements
Part I: Multimodality in the teaching and learning of English as an
additional language: overarching perspectives
Chapter 1: Introduction. Multimodality in English language learning: the
case of EAL
Chapter 2: A design-theoretic and multimodal approach to language teaching
and learning
Chapter 3: Multimodal literacy in English as an additional language
Chapter 4: Games, literacy, literature: rules of grammar, rules of play
Chapter 5: Integrating multimodal and digital literacies in foreign
language policy design: two examples from the Greek context
Part II: Making sense of multimodal texts in the English classroom:
literary and cultural understandings of texts
Chapter 6: Constructions of English in a teacher training video:
configuring global and local resources for the creation of an EAL community
in Angola
Chapter 7: Introducing critical literacy and multimodal perspectives into
film pedagogies for the EAL classroom
Chapter 8: Graphic novels in the EAL classroom: a pedagogical approach
based on multimodal and intercultural understandings
Part III: Multimodal texts for English teaching and learning: language
pedagogies and didactics
Chapter 9: Developing a Metafunctional Framework for Understanding the
Design of Educational Apps
Chapter 10: The multimodal incorporation of tablet-based materials in the
teaching of EAL: Comparison of pedagogic discourse in two primary
classrooms in Thailand
Chapter 11: Theoretical perspectives on choice in multimodal text
production and consequences for EAL task design
Part IV: Learners' production of multimodal texts
Chapter 12: The mediatory role of whiteboards in the making of multimodal
texts: implications of the transduction of speech to writing for the
English classroom in tertiary settings
Chapter 13: 'Reading' literature through drawing: a multimodal pedagogic
model for the EAL university classroom
Chapter 14: Multimodal text making through digital storytelling: EAL
student teachers' reflections
Part V: Assessment of learners' multimodal texts
Chapter 15: Designing for assessment as recognition of multimodal work in
the EAL classroom
Chapter 16: The Common Framework of Reference for Intercultural Digital
Literacies (CFRIDiL): learning as meaning making and assessment as
recognition in English as an Additional Language contexts
Chapter 17: Assessing multimodal listening comprehension through online
informative videos: the operationalisation of a new listening framework for
ESP in higher education
Chapter 18: Developing an assessment framework for multimodal text
production in the EAL classroom: The case of persuasive posters
Index