New research on multimodal texts in teaching and learning of English
The newly published anthology 'Multimodality in English Language Learning' provides research-based knowledge on the use, production, and assessment of multimodal texts in the teaching and 鈥� This book will be useful for researchers, teachers, students, and educators interested in language, text, and multimodality says associate professor and co-editor of the book, Sigrid 脴revik.
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The Routledge anthology听directs听attention to the significance of modes beyond speech and writing in English as an Additional Language (EAL) and thereby provides perspectives and experiences that can be applied more widely and inspire other practices in the global and diverse field of EAL teaching, learning and assessment.銆�
鈥� The chapters focus on the use and affordances of multimodal texts in pedagogy, literature, culture, text production, assessment and curriculum development connected to English as an Additional Language.听The book will be of interest to scholars, teachers, students and teacher educators within the intersecting fields of language, text and multimodality explains听Sigrid 脴revik, who has both co-edited and written a chapter in听the newly released volume.听
Sigrid 脴revik is Associate Professor at the Department of Foreign Languages and has co-edited the new volume on Multimodality in English Language Learning. She says that the book will be of interest to scholars, teachers, students and teacher educators within the intersecting fields of language, text and multimodality.
脴revik has co-edited the anthology with听Sophia Diamantopolou from听University College London. Both researchers听belong to the research group Text-based English Language Learning听(TELL), which is co-led by researchers in English didactics at听the Department of Foreign Languages at the University of Bergen. The publishing of the book was partly funded by the department.
脴revik is an active researcher within genre and multimodality in materials for teaching, learning, and assessment in the school subject of English.听Her new chapter听Developing an assessment framework for multimodal text production in the EAL classroom: The case of persuasive posters, presents a framework that can be used to assess multimodal genres in language teaching and learning:听
鈥� Literature and guidelines on assessment in language subjects rarely recognize the role of other semiotic modes than speech and writing in meaning-making. Addressing the question of assessment of learners鈥� multimodal texts in language teaching and learning, this chapter presents examples of multimodal argumentative texts created by upper secondary students and proposes a framework for assessment of this genre, based on elements from critical multimodal literacy and Systemic-Functional Linguistics, says听脴revik.
Multimodal听texts invite learners to make more complex choices听听
Professor of听English didactics at the Department of Foreign Languages,听Aud Solbj酶rg Skulstad, has contributed with the chapter听Theoretical perspectives on听choice听in multimodal text production and consequences for EAL task design听to the newly published volume.
An important starting point for Skulstad鈥檚 chapter is that text production is primarily a choice-making process. The type of choices and number of options have proliferated due to the use of new technologies, Web 2.0, and the emergence of new and hybrid genres, explains Skulstad.
Professor听Aud Solbj酶rg Skulstad has written a chapter in the new anthology on choices听in multimodal text production and the consequences for task design.
鈥斕齀n addition to examining choice from a theoretical perspective, the chapter reaches out to examine textbook tasks for the teaching of English, attending to their wording and the choices they make available to students. The chapter argues that in order to design tasks that will effectively prompt students鈥� multimodal text production, we need to understand first how the wording of a task entails both constraints and opportunities for practising the type of choice-making that multimodal text production involves, says Skulstad.
The anthology also contains chapters by two other Norwegian TELL-researchers. Associate Professor听Anja Bakken from听Nord University has written the chapter听Introducing critical literacy and multimodal perspectives into film pedagogies for the EAL classroom.
Assistant Professor at the Western Norway University of Applied Sciences,听Hege Emma Rimmereide, has written the听chapter Graphic novels in the EAL classroom: a pedagogical approach based on multimodal and intercultural understandings.听