A critical multimodal framework for reading and analyzing pedagogical materials

Abstract

Purpose This paper aims to propose a critical multimodal framework to understanding pedagogical materials that focuses on not only the verbal or the visual components but also the interaction between the two semiotic resources that constructs power relations as a result of intermodal interaction, and it further provides an example of an in-depth analysis of one text using this approach. Design/methodology/approach The paper proposes a critical multimodal framework that draws from Serafini (2010) and Royce (1998). Details about how the two works complement to form a critical multimodal framework are discussed, after which the paper analyzes one example from an English-language textbook using the proposed framework to demonstrate its strengths. Findings The findings highlight the power relations constructed in texts as a result of the interaction between the verbal and visual components, specifically how the visual mode functions to rationalize the power relations constructed in the verbal mode. These findings also establish the significance for considering the larger context of materials production and reception identified in the ideological perspective to appreciate how texts reflect discourses in diverse locales. Originality/value This paper argues that even though critical multimodality has often been discussed conceptually in L1 literacy scholarship, how to put these conceptualizations into practice has not been addressed systematically. The paper also contends that critical perspectives to understanding multimodal texts are also important in L2 English-language teaching. The critical multimodal framework proposed thus serves as a conceptual and methodological framework for multimodal reading and interpretive practices in both L1 and L2 contexts.

Exploring the Benefits of Multimodal Literacy in English Teaching: Engaging Students Through Visual, Auditory, and Digital Modes

“…For instance, S. Y. Huang's study on a critical multimodal framework for reading and analyzing pedagogical materials (Huang, 2019) aligns with the observed improved comprehension skills, vocabulary expansion, and enhanced critical thinking abilities. Huang's study emphasizes the importance of multimodal strategies in fostering a comprehensive understanding of topics, similar to what was observed in the classroom.…”

“…Multimodal literacy refers to the ability to comprehend and create meaning using various modes of communication, including visuals, auditory elements, and digital technologies. ISSN:3025-5724 2022;Huang, 2019;Schöninger, 2020) As educators strive to create engaging and meaningful learning experiences for their students, integrating multimodal approaches in English teaching has emerged as a promising avenue. (Nash, 2022) The integration of multimodal literacy in English teaching has gained considerable attention in educational research since 2018.…”

Multimodal Music Teaching Mode Based on Human-computer Interaction Technology

“…(2) The interactive devices are more abundant. With the emergence of helmets, data gloves, position trackers, data clothes, and 3D glasses, operators can make full use of the hands, head, and eyes of the human body to interact, which greatly improves the the immersion of the interaction [10].…”