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 |
| _version_ | 1797938426238992384 |
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| author | Viviane Maria Heberle Fábio Alexandre Silva Bezerra Roseli Gonçalves do Nascimento |
| author_facet | Viviane Maria Heberle Fábio Alexandre Silva Bezerra Roseli Gonçalves do Nascimento |
| author_sort | Viviane Maria Heberle |
| collection | DOAJ |
| description |
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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| first_indexed | 2024-04-10T18:59:34Z |
| format | Article |
| id | doaj.art-eb5c6316dca84e9c99b5be549d551ae9 |
| institution | Directory Open Access Journal |
| issn | 1415-8698 1984-8412 |
| language | English |
| last_indexed | 2024-04-10T18:59:34Z |
| publishDate | 2022-11-01 |
| publisher | Universidade Federal de Santa Catarina, Programa de Pós-graduação em Linguística |
| record_format | Article |
| series | Fórum Linguístico |
| spelling | doaj.art-eb5c6316dca84e9c99b5be549d551ae92023-01-31T11:07:04ZengUniversidade Federal de Santa Catarina, Programa de Pós-graduação em LinguísticaFórum Linguístico1415-86981984-84122022-11-0119310.5007/1984-8412.2022.e84115Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional LanguageViviane Maria Heberle0Fábio Alexandre Silva BezerraRoseli Gonçalves do Nascimento1Universidade Federal de Santa Catarina/CNPqUniversidade Federal de Santa Maria 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. https://periodicos.ufsc.br/index.php/forum/article/view/84115Violence Against WomenAffectionate RelationshipsSocial RepresentationsPatriarchyAdolescents |
| spellingShingle | Viviane Maria Heberle Fábio Alexandre Silva Bezerra Roseli Gonçalves do Nascimento Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional Language Fórum Linguístico Violence Against Women Affectionate Relationships Social Representations Patriarchy Adolescents |
| title | Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional Language |
| title_full | Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional Language |
| title_fullStr | Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional Language |
| title_full_unstemmed | Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional Language |
| title_short | Exploring Multimodality and Multiliteracies in Public University contexts for student-teachers of English as an Additional Language |
| title_sort | exploring multimodality and multiliteracies in public university contexts for student teachers of english as an additional language |
| topic | Violence Against Women Affectionate Relationships Social Representations Patriarchy Adolescents |
| url | https://periodicos.ufsc.br/index.php/forum/article/view/84115 |
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