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).
The book reflects growing interest in research on EAL, with increasing numbers of learners of English worldwide and the growing relevance of EAL to numerous education systems. The volume examines different aspects of English from a multimodal perspective, showcasing empirical research from across five continents and all three levels of education. Applying frameworks based on Multimodal Social Semiotics and Systemic Functional Linguistics, chapters focus on the use and affordances of multimodal texts in pedagogy, literature, culture, text production, assessment and curriculum development connected to EAL. Directing attention to the significance of modes beyond speech and writing in EAL, the volume provides a wide range of 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.
This collection will be of interest to scholars in multimodality, language education, and teacher education.
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.
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
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 Ųrevik, 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.
