This paper reports on an investigation into the reading path patterns in a children’s picture book. The primary investigation focused on the semiotic resources involved in the construction of meanings in picture books i.e. language and image elements. These semiotic resources provide insights into the unfolding of the storylines in the observed picture book. In order to detail the roles of these resources, a picture book entitled Tacky the Penguin (Lester, 1988) was selected and examined by employing two methods: Kress and Van Leeuwen’s (1996, 2006) structure of information value and Royce’s (1998) Intersemiotic Complementarity. The results of the analysis suggest that the whole picture book is built from a page-by-page reading path that allows for a linear and non-linear reading path. While each page presents a different layout of information value, the general pattern leads to a linear reading path from the beginning up to the end of the picture book. The mapping of the reading path is reinforced by the interrelated meanings between verbal and visual resources on the page. Drawing on the analysis results, this paper offers the delve into the flow of information from the language and image resources in the picture books that can be used to inform practical use of picture books in EFL classrooms.

Walikan, spoken in Malang, Indonesia, is used among the youth to articulate a shared identity. This paper aims to investigate the role of Walikan in the linguistic landscape of Malang through semiotic modes analysis. Our data include Walikan signage in the city of Malang, mainly in the form of business signs, advertising boards, footballrelated banners, posters, landmarks, and graffiti. The analysis focuses on the text and images used in the signs. We study the content message and draw interpretation on two aspects: the motivation of why these messages are written in Walikan and the predicted impact on the recipients of the messages. The results of the study show that Indonesia's urban linguistic landscape does not have to be monolingual, it can also include local linguistic features. The paper also nudges on the use of the iconic blue colour, the colour of the city's football club, that is used in the signs. It is presumed that the iconic blue colour functions as a cohesive tie [1] and as the regional identity colour reflecting the pride of the local youths in Malang

The prominent role of visual resources in language classrooms has long been advocated, as many argued that images could go beyond providing students with a visual background of the context or arousing motivation (Unsworth & Ngo, 2014). This article explores the roles of the visual resources drawn from an English textbook series used in Vietnamese schools, and the teachers’ reflections on their use of those visuals in practice. A qualitative approach was employed, involving in-depth interviews with teachers, along with an analysis of the visual resources using Kress and Van Leeuwen’s (1996, 2006) framework of grammar of visual design. The findings show that the theoretical perspective resonates with the teachers’ reflection in using visual resources in teaching and learning activities. The findings confirmed the importance of visuals in teachers’ practices, but also highlighted the limitations of some images as useful resources for classroom learning. It was suggested that more attention be given to the multimodal nature of the text, and their significant contribution to meaningful learning activities. The selection of images in language textbooks should be more strategically and theoretically driven in order to prepare language-learning students with the ability to negotiate meanings across semiotic modes.

The use of YouTube resources as learning materials becomes increased in English language teaching (ELT), especially when implementing the content-based instruction (CBI) approach. In addition to its importance during the recent global restriction caused by the Corona Virus Disease (COVID-19), one of the benefits of using YouTube is perceived to provide authentic learning, which can improve the student learning experience, hence prepare graduates in the future career. While several studies have shown the benefits of using videos in ELT classrooms, this study argues that consideration for suitability and relevance of the visual materials should include the contained meaning potentials; experiential, interpersonal, and textual aspects. The study analyzed three videos used as teaching and learning materials in a Maritime English course at a vocational university where the research was conducted. Foregrounded by SFL theories, the analysis of the videos utilized Multimodal Video Analysis (MMA) Software to present a selection process of teaching and learning materials in the form of YouTube videos. Findings show the specifics of the meaning potentials in the videos used for the teaching and learning materials of the Maritime English course. The results also highlight the positive qualities and drawbacks identified in the videos. Additionally, the findings of the study provide guidelines for selecting video materials suitable and relevant to the Maritime English course in vocational higher education in Indonesia.

Comic books used to serve the purpose of entertainment; nowadays, they also provide one of the most innovative ways of learning. Not only do they stimulate brains with the visual mode, but they can also function as more effective teaching and learning resources with the usage of two modes: text and image. Referring to Kress' (2010) framework on modes, this study investigates the translanguaging aspects of Little Dim Sum Warriors, a series of educational comic books with young bilingual or multilingual speakers as the target audience. This study focuses on how translanguaging, that is the fluid language practices of bilingual speakers (Wei, 2018), is present effectively in comic books by making use of Chinese culture (the learners' home culture) when targeting English (learners' target language) proficiency. In conducting the study, we analysed two storybooks of the series and collected the translanguaging practices found in both text and image formats. In our analysis we use Royce's (1998) Intersemiotic Complementarity framework to assess the relation between verbal and visual modes. The results show that the translanguaging practices in comic books are divided into three forms: text, visual, and context-meaning. These practices help the audience understand foreign language and culture in a creative way, which fits the traits of young learners. Hence, keeping their attention in language learning intact.

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This study assessed the need to establish a new educational program called Masters of Bilingual Education Management (MBEM) at the Post Graduate School, State University of Malang (SUM). This study was conducted using a mixed method with surveys and focus group interviews as the data gathering methods. This study involved 89 active university students and 79 teachers/school principals completing the questionnaire about their aspirations for the MBEM graduate attributes. Six teachers/school principals and 8 students joined focused group interviews to share their experiences in bilingual education and their recommendations on the MBEM study program. The findings indicated two key points that should be considered for establishing the MBEM study program. First, the main competencies that are determined to be the graduate attributes are managerial knowledge and skills in the context of bilingual education. Second, a decision should be made whether the new study program will focus on the applied management of bilingual education or the science of management of bilingual education. Overall, the participants showed enthusiasm and interest toward the establishment of MBEM as the graduate will be equipped with the knowledge and skill to manage bilingual education and, thus, ready to be the school principal or program coordinator. The study findings recommend further analysis of the curriculum design resulting from this study for justification. Keywords: management of bilingual education, Indonesia

This study investigated the realization of cultural values and trans-languaging in a picture book. The current discussion of trans-languaging has been focused on the verbal texts found in school textbooks, children’s comics or conventional novels. On the other hand, the study offers insights into trans-languaging that is realized in a different semiotic mode, namely visual images. The primary data for the study is a picture book written by an Indonesian writer Clara Ng entitled ‘Kancil Yang Baik’.’. The main methodological tools for the study are Wei’s (2018) concept of translanguaging and Kress and Van Leuween’s (2006) concept of the grammar of visual design, focusing on the compositional function. The data analysis is conducted to elaborate on the features of cultural values and trans-languaging in the visual image format of the picture book. Further, interpretation will be made on the implications of how these features may be used in various reading activities. The results of the study indicate that visual images in a picture book are a rich source of cultural content. Therefore, it is advisable to optimize reading activities that also focus on the visual images of picture books. Keywords: translanguaging, picture books, visual images, cultural values