Multimodality in the English language classroom: A systematic review of literature

Lim, Fei Victor; Toh, Weimin; Nguyen, Thi Thu Ha

doi:10.1016/j.linged.2022.101048

Cited by 36 publications

(22 citation statements)

References 114 publications

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“…As such, we acknowledge that the generalisability of the findings from our study is limited. Notwithstanding, the issues raised in our study resonate with the findings from previous studies both from Singapore and other countries (Lim et al ., 2022b). The persistence of these unresolved concerns over time and space is, thus, a clarion call for greater attention and urgent action to address the challenges that impact multiliteracies teaching and learning.…”

Section: Discussionsupporting

confidence: 90%

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

Lim

Chia

Nguyen

2022

ETPC

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Purpose The purpose of this study is to examine five Secondary English Language teachers’ perceptions and practices of multiliteracies teaching in the context of a decade after multiliteracies was introduced into the English Language syllabus in Singapore. Design/methodology/approach Adopting a case study approach, the authors observed 12 multiliteracies lessons taught by the five teacher participants across three secondary schools. The classroom data included field notes and video-recordings of the lessons. The authors also conducted pre-lesson and post-lesson interviews with the teachers to understand their beliefs and the rationale behind their classroom practices. The video-recordings of the lessons and audio-recordings of the interviews were transcribed verbatim and analysed using thematic coding. Findings The authors identify an essentialising of multiliteracies to the skills of viewing and representing with multimodal texts, as well as a sense of uncertainty amongst the teachers towards the teaching of multiliteracies. In terms of practices, the authors observed an attempt to connect with the students’ life-worlds through the use of authentic materials, but often only in service of language learning. The authors also highlight the constraining influence of assessment on shaping multiliteracies learning. The findings of this study resonate with the conclusions that some of the earlier studies reported on teachers’ perceptions and practices of multiliteracies teaching. This resonation suggests perennial issues and challenges which remain unresolved. Research limitations/implications This study is limited by the number of participants as well as the selected lessons the authors observed. The schools, while selected because they were considered as mid-range public schools in Singapore, were also not representative of all Singapore schools. As such, the authors acknowledge that the generalisability of the findings from this study is limited. Practical implications The issues raised in this study resonate with the findings from previous studies both from Singapore and around the world. The persistence of these concerns over time and space that remain unresolved demands attention and concerted action from policymakers, curriculum developers and education researchers, to address the challenges in multiliteracies teaching and learning. Originality/value This study was conducted a decade after the launch of the English Language Syllabus 2010, which first incorporated multiliteracies into the curriculum. This study examines the teachers’ perceptions and practices in relation to the policy intent. The implications from this study are relevant to educators interested in integrating multiliteracies in the literacy curriculum internationally.

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Section: Discussionsupporting

confidence: 90%

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

Lim

Chia

Nguyen

2022

ETPC

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“…There is an increasing body of evidence, suggesting students can be actively involved in their knowledge construction in a multimode learning environment in which they choose the learning resources most beneficial to them. At the same time, with multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in doing so make an apt selection of meaning-making resources to design the students' learning experience [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

[Retracted] Application of Multimode Learning Environment Based on the Internet in College English Teaching

Xiao-hua

2022

Journal of Environmental and Public Health

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With advancements in information technology taking place every day, the current methods of college English teaching are facing unprecedented great challenges. Meanwhile, most college teachers still use obsolete teaching methods in their practice. It seems like IT development offers both benefits and frustration to college English teaching. That is why the reform in a multimode direction is extremely urgent and necessary. It will be key to improving the quality and efficiency of education, meeting the needs of college students, and cultivating a beneficial learning environment based on the Internet. With the support of models of teaching theory, multimode learning theory, and multimodality theory, using statistical analysis and qualitative and quantitative research methods, this article tries to explore the application and practice of multimode learning based on the Internet in college English teaching. Besides, the article proves that, compared with the traditional teaching mode, the multimode teaching is more conducive to helping students grow learning interest, cultivating their autonomous learning ability, and thus improving their language competence.

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“…Similarly, Si et al's (2022) review of the literature on “multimodal literacies classroom instruction for K‐12 students” (p. 276) also revealed picturebooks and comics as types of multimodal texts featured in teachers' pedagogy. In both reviews of the literature, the classroom instruction and activities that featured these types of multimodal ensembles included opportunities for student engagement in remaking meaning across various modes (Lim et al, 2022; Si et al, 2022).…”

Section: Transduction and Picturebooks And Graphic Novelsmentioning

confidence: 99%

“…As is discussed below, analyses of the students' transduction work conveyed how their creative and critical thinking were fostered through intentionally designed opportunities to explore and design multimodal texts. Although many researchers have explored student engagement with and interpretation and composition of multimodal ensembles (Lim et al, 2022; Si et al, 2022), few scholars have considered students' transduction work with their own multimodal compositions with a specific focus on student development of and engagement in creative and critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Elementary students' engagement in transduction and creative and critical thinking

Pantaleo

2023

Literacy

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Student engagement in the process of transduction concomitantly affords them with opportunities to develop and express their critical and creative thinking competences. Reconfiguring or remaking knowledge or meaning in modes other than those of the original sources of information requires affective, imaginative and cognitive activity by sign‐makers. In this article, I present examples of elementary students' transduction work and discuss their semiotic meaning‐making with reference to the concepts of critical and creative thinking. During the study featured in this article, Grade 4 students engaged in the process of transduction when participating in activities about elements of visual art and design and conventions of the medium comics, when exploring picturebooks and graphic novels and when composing and explaining their own multimodal texts. The students' transmodal meaning‐making showed how, in the context of the research classrooms, the purposefully designed pedagogy and activities both required and nurtured students' critical and creative thinking, which simultaneously provided the students with opportunities to extend their knowledge and deepen their understandings of the concepts and curriculum content under study.

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Multimodality in the English language classroom: A systematic review of literature

Cited by 36 publications

References 114 publications

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

“From the beginning, I think it was a stretch” – teachers’ perceptions and practices in teaching multiliteracies

[Retracted] Application of Multimode Learning Environment Based on the Internet in College English Teaching

Elementary students' engagement in transduction and creative and critical thinking

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