Adolescent ESL Students’ Interpretation and Appreciation of Literary Texts: A Case Study of Multimodality

Abstract

This study explores how, using a multimodal approach to integrating language and content teaching, high school students with limited English proficiency can be supported to engage in rich, complex interpretations of literary works in English and to realize their interpretations linguistically in written academic discourse. Findings suggest that a multimodal approach, in combination with cooperative group work and L1 use, has considerable potential in promoting ELL students’ academic success.

Exploring EFL literature approaches in Dutch secondary education

“…So-called 'story grammars' are formal devices that represent consistent elements found in narrative texts (Riley, 1993). By identifying these elements and their logical relationships, the reader identifies the story's grammar and therefore the meta-structure of a literary text (Amer, 2003;Early & Marshall, 2008).…”

Teachers' Views of Multimodal Practices in K–12 Classrooms: Voices from Teachers in the United States

“…Since several researchers (Kress, ; Stein, ) called for TESOL professionals' attention to multimodality and multimodal pedagogies, a growing body of second language (L2) researchers have documented how English language learners (ELLs) engage in multimodal practices. These studies have revealed that the creation of multimodal texts helps ELLs acquire academic literacy and disciplinary knowledge (Danzak, ; Early & Marshall, ), build their multilingual and multicultural repertoires (Skerrett, ), engage in collaborative learning (Lotherington, Holland, Sotoudeh, & Zentena, ), construct social identities (Skinner & Hagood, ), and increase critical awareness (Ajayi, ).…”

Possibilities and Challenges of Multimodal Literacy Practices in Teaching and Learning English as an Additional Language

“…Some studies have found that multimodal literacy practices could help adolescent ELLs develop their academic literacy and promote content learning . As one of the few empirical studies, Margaret Early and Sondra Marshall () explored how high school ELLs in Canada engaged in interpretation and appreciation of English literature through a multimodal approach. The research participants were required to conceptually represent key elements in the story (i.e., theme, character, and style) by using the symbol of a mandala, a traditional Hindu and Buddhist symbol that consists of a circle framed by a square.…”