Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional Language
In this paper, the three authors, who work with language teacher education, especially English as an additional language in Brazil, discuss two of their projects, aligned with multimodality and multiliteracies, as derived from systemic functional linguistics. The project at the Federal University o...
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| Format: | Article |
| Language: | English |
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Universidade Federal de Santa Catarina, Programa de Pós-graduação em Linguística
2022-11-01
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| Series: | Fórum Linguístico |
| Subjects: | |
| Online Access: | https://periodicos.ufsc.br/index.php/forum/article/view/84115 |
| Summary: | In this paper, the three authors, who work with language teacher education, especially English as an additional language in Brazil, discuss two of their projects, aligned with multimodality and multiliteracies, as derived from systemic functional linguistics. The project at the Federal University of Paraíba, entitled Reading the verbal text and the image in contemporary media, focuses mainly on Brazilian magazine covers (and their related articles), addressing various issues such as the representation of social movements, of women’s identities, masculinities and teachers’ identities. The second project, Critical Genre Analysis and implications for multiliteracies, carried out at the Federal University of Santa Maria, discusses how the process of producing teaching materials can benefit from critical genre pedagogy (MOTTA-ROTH, 2008a, 2008b) and multiliteracies pedagogy (THE NEW LONDON GROUP, 1996, 2000; COPE; KALANTZIS, 2009). Based on the findings of the projects, we argue that multiliteracies should be viewed as a potentially meaningful process in language teacher education and we hope the projects may contribute to make students aware of the array of meaning-making resources to produce and interpret multimodal texts in society.
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| ISSN: | 1415-8698 1984-8412 |