ELT online teaching Multimodality and multiliteracies in perspective

ELT online teaching amidst a global pandemic: Multimodality and multiliteracies in perspective

PhD(S). Yamith José Fandiño Parra Universidad de la Salle

Contents

01. Becoming E-teachers

Introduction

02. Multimodality and ELT

03. Multiliteracies pedagogy

04. Conclusions

05. Recommendations

References

We must interrogate what kind of activities we are promoting when it comes to English and technology. The use of blogging, Wikis, mobile technologies or WebQuests when applied to English language learning and teaching, provide plenty of spaces for language users to expand their language limits. These forms, with their participatory nature, engage students and invite them to produce texts that matter. This engagement also invites teachers and students alike to see English language learning as more complex relationship where the language is a means to link our worlds with those of others all over the world.

After reading this quote, go to www.menti.com and use the code 1851 8548. Write three words.

(Mora, 2014, p. 121).

Technologies and ELT

In this video, Nicky Hockly, Director of Pedagogy for The Consultants-E talks about how EFL teachers should use learning technologies in their classrooms. Using Edpuzzle, you will do this viewing as a multiple-choice video activity.

01 Becoming E-teachers

ICT competency framework (UNESCO)

Teachers must be well-trained and familiar with the high-end technologies to integrate the ICT tools and the pedagogical aspects of teaching. Most ESL teachers lack necessary competence to work on such integration and could not move beyond their comfort zone (Anas & Musdariah, 2018, p. 42).

Roles

Digital literacies

Adapted from Anas & Musdariah, 2018, p. 50.

Development framework

Anas & Musdariah, 2018, p. 45.

Becoming E-teachers

Let us now share what we think and feel about the importance of becoming E-teachers in today's world.

• https://padlet.com/teacheryamith/xctzdxli88ng40yg

Multimodality

In this trailer, we can have a look at LOVING VINCENT, the world’s first fully oil painted feature film. It brings the artwork of Vincent van Gogh to life in an exploration of the complicated life and controversial death of one of history’s most celebrated artists.

02 Multimodality and ELT

" We can formulate three key premises of multimodality: 1. Meaning is made with different semiotic resources, each offering distinct potentialities and limitations; 2. Meaning making involves the production of multimodal wholes; 3. If we want to study meaning, we need to attend to all semiotic resources being used to make a complete whole"

(Bezemer & Jewitt, 2018, p. 282)

The nature of multimodality

Multimodal meaning-making (The New London group, 2000)

Expanding the teaching repertoire (Barton & McAlister-Visic, 2018)

The Multimodalities Cycle (MEC) (Lin, 2015)

Language and multimodal practices with print and digital texts (Walsh, 2010)

Language and multimodal practices with print and digital texts (Walsh, 2010)

Multiliteracies

In this video, we can have an introduction about what multiliteracies mean as a pedagogy: a new way of teaching and learning about multimodal meaning making. 1:00 - 3:04

03 Multiliteracies pedagogy

Emergent literacies (Summey, 2013)

Traditional literacy: Reading and writing print materials.

Multiliteracies pedagogy (The New London group, 2000)

Language as design of meaning: an active, dynamic, and transformative process which involves the construction of meaning-form-function connections while engaging in the interpretation or creation of texts.

Three key aspects

Multiliteracies pedagogy (The New London group, 2000)

Initially, the NLG proposed four curricular dimensions: Situated Practice, Overt Instruction, Critical Framing, and Transformed Practice. Later, Kalantzis and Cope (2005) reframed these dimensions into “four acts of knowing” or “knowledge processes”: Experiencing, Conceptualizing, Analyzing and Applying (p. 69).

Questions to guide the interpretation and creation of meaning (Kalantzis & Cope, 2005)

04 Conclusions

A multimodal and multiliteracy approach to language teaching aims to be generous in the recognition of multiple modes and resources of meaning making, and to highlight the full repertoire of semiotic resources that people need to acquire and develop in order to commmunicate successfully.

People as meaning makers are immensely semiotically ‘resourceful’: using resources creatively to serve their interests.

Language has become part of a bigger whole, namely a ‘text’ that is made with a number of different modes. If you want to understand how language is used within that text, you will have to attend to those other modes in the text as well.

Colombian EFL teachers need to (a) explore principles and means of making meaning across different modes, media and social domains and (b) adopt new strategies and techniques so they can advance their understanding about modes, multimodalities, multiliteracies, and meaning making.

05 Recommendations

Colombian professors and researchers

Creating multimodal texts

Multimodal literacy

Author Website

References Anas, I., & Musdariah, A. (2018). Being an E-Teacher: Preparing the ESL Teacher to Teach English with Technology. JELTL (Journal of English Language Teaching and Linguistics), 3(1), 41-56. Barton, G., & McAlister-Visic, R. (2018). Teaching multimodal texts through collaborative inquiry. Brisbane Catholic Education. Bezemer, J., & Jewitt, C. (2018). Multimodality. A guide for linguists. In L. Litosseliti (Ed.), Research methods in linguistics (pp. 281-303).Bloomsbury. Cope, B., and Kalantzis, M. (2020). https://newlearningonline.com/ THE NEW LONDON GROUP. (2000). A pedagogy of multiliteracies: Designing social futures. In: B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 9-36). Routledge. Kalantzis, M., & Cope, B. (2005). Learning by design. Victorian SchoolsInnovation Commission. Lin, A.M.Y. (2015b). Conceptualizing the potential role of L1 in content and language integrated learning (CLIL). Language, Culture and Curriculum, 28(1), 74-89. Mora, R. A. (2015). Rethinking the Intersection Between Technology, Digital Literacies and Language Ecologies. ENLETAWA JOURNAL, (7). https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/3695 Summey, D. (2013). Developing Digital Literacies: A Framework for Professional Learning. SAGE books. Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian journal of language and literacy, 33(3), 211–23.

Yamith José Fandiño Parra Full time professor and researcher La Salle University, Bogotá, Colombia yfandino@unisalle.edu.co

Thanks for your attention!