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

Yi, Youngjoo; Choi, Jayoung

doi:10.1002/tesq.219

Cited by 51 publications

(27 citation statements)

References 25 publications

(23 reference statements)

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“…For example, the study conducted Pishol and Kaur reporting that the use of multiliteracies approach in the reading class promote positive outcomes on students learning in that the students felt the lesson was engaging, interesting, and enjoyable [39]. The study conducted by Yi and Choi also shares similar results [40]. Finding out teachers' perspectives of multimodal practices in K-12 classes, this study revealed that multimodal teaching using multiliteracies approach could significantly increase learners' motivation and engagement.…”

Section: Findings and Discussionsupporting

confidence: 57%

More than Words: ESP learners’ perceptions on the implementation of multiliteracies pedagogy

Kustini¹,

Suherdi²,

Musthafa³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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Acknowledging learners' growing engagement with emergence technologies and multimodal practices in and outside of school, teachers are required to reconceptualize their pedagogical frameworks to assist learners in the learning and knowledge constructions using digital multimodal devices. In the field of English literacy education, multiliteracies pedagogy was offered as a promising solution to align with these educational demands. From the pedagogical perspectives of multiliteracies, learners are given ample opportunities to acquire multiple sets of literacy skills and knowledge including multimodal literacy, critical literacy and digital literacy. This study explores students' perceptions on the implementation of multiliteracies pedagogy in an ESP classroom. To this end, a qualitative inquiry was conducted with interview and students' reflective journals as the main sources of data collection. The research was undertaken in an Informatics Engineering Study Program of a state polytechnic in Banjarmasin involving 30 semesters one students as participants. The interview data and students' personal narratives were transcribed, coded, and thematically put into categories to achieve the set research objective. The results indicate that the students perceived the integration of multiliteracies pedagogies in their ESP learning positively because they felt the lesson was insightful, engaging, motivating, yet challenging. It can be concluded that the multiliteracies framework can be implemented in ESP contexts as an alternative approach to facilitate students' learning in this digital and multimodal era.

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Section: Findings and Discussionsupporting

confidence: 57%

More than Words: ESP learners’ perceptions on the implementation of multiliteracies pedagogy

Kustini¹,

Suherdi²,

Musthafa³

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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“…Most (30%) of the studies reviewed depicted how multimodal learning potentially enhanced the students' motivation and confidence after they had been discouraged by the conventional language learning instruction (Ganapathy, 2016;Jiang & Luk, 2016;H. Lee, 2014;Loerts & Heydon, 2016;Ryu & Boggs, 2016;Varaporn, 2019) and how the students were highly engaged during the multimodal learning practices (Ganapathy, 2015(Ganapathy, , 2016Pishol & Kaur, 2015;Puteh-behak, Massari, & Harun, 2015;Yi & Choi, 2015). The observed increased level of motivation can be seen, for example, from the study conducted by Ganapathy (2016) describing how multimodal approaches of literacy learning in ESL context in a private school in Malaysia promoted positive learning outcomes among students including students' autonomy in learning, motivation to learn, accommodating students' various learning styles.…”

Section: Theme One: Multimodal Pedagogy Was Motivating and Engagingmentioning

confidence: 99%

“…Research on multimodal pedagogy revealed that the implementation of this pedagogy could help English language learners develop their language and multimodal literacy skills (Coccetta, 2018;Dzekoe, 2017;Ganapathy, 2015;Hafner, 2014;Kaminski, 2019;Kumagai, Kanoeda, & Nishimata, 2016;K. Lee, Ardeshiri, & Cummins, 2016;Lim, 2018;Millaray, Cárcamo, Heraldo, & Larenas, 2016;Mulatsih, 2016;Ruan, 2015;Souzandehfar, Saadat, & Sahragard, 2014;Yi & Choi, 2015). As one of the few empirical studies, Lee, Ardehshiri and Cummin (2016) investigated the implementation of multiliteracies pedagogy in a Computer-Assisted Multiliteracies Programme (CAMP) setting in an English communication course in a Korean public middle school during the summer session.…”

Section: Theme Two: Multimodal Pedagogy Improved English Language Andmentioning

confidence: 99%

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

Kustini¹,

Suherdi²,

Musthafa³

2020

Proceedings of the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019)

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Due to the global proliferation of information technologies and communication channels, today's students are increasingly engaged with multimodal, multimedia along with printed-based literacy practices and are significantly exposed to new information and mass communication on daily basis. As a result, there has been a significant increase in research publications on multimodal-based teaching practices and the impacts of such instructional practices on students' learning. This study attempts to synthesize and critically analyze the existing empirical research on multimodal pedagogy in EFL classroom contexts. The descriptive statistics characterizing the studies reviewed (e.g., the research designs, participant characteristics, settings) were presented along with the qualitative content analysis results containing the emerging themes which sequentially arranged according to its prevalence. The research articles reviewed in this study were based on the following inclusive criteria: (1) peer-reviewed studies, (2) studies concerned with multimodal pedagogy in EFL contexts, and (3) published within the last 6 years. The search for these articles was conducted electronically using search engine databases (e.g., ERIC, Google Scholars) and some reputable journal websites (e.g., tanfonline.com, link.springer.com). Across the corpus of 40 studies, findings revealed that the most preferred study design for multimodal research was case studies conducted in school settings involving both teachers and students as participants. This analytical review also revealed five prevalent themes of findings informing the possibilities and complexities of pedagogical benefits and constraints of multimodal pedagogy. The results of this study could hopefully provide insights on what has been done thus far and showcase implications for research and practice.

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“…Using multimodality as the basis for English language development is an important aspect of multimodal pedagogy for language learners because the linguistic mode is still the dominant mode through which their English proficiency is assessed. Incorporating multimodality in the second and foreign language classrooms need not marginalize the linguistic mode, a concern voiced by teachers (Yi & Choi, ) and raised by Qu (), but can serve as an opportunity to enhance learners’ critical examination of sociopolitical issues in the target language.…”

Section: Implications For Research and Practicementioning

confidence: 99%

EFL learners’ critical multimodal reflections on the politics of English

Huang

2019

TESOL Journal

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There has been increasing effort in English as a second and foreign language education to incorporate a critical perspective, either highlighting the politics of English in terms of native-speakerism, standards, varieties, and accents or aiming to develop learners' critical awareness of issues pertaining to race, class, and gender. There has also been growing interest in the potential of multimodal pedagogies for language learning. However, very little research has engaged language learners in exploring the politics of English in the context of race, class, and gender power relations from a multimodal perspective. Thus, this study investigates how learners of English as a foreign language, through a multimodal approach, reflect on the politics of English as relating to race, class, and/or gender.Examination of learners' multimodal ensembles found that thinking multimodally rather than only linguistically may contribute to the consideration of an issue from a less dominant point of view, leading to critical reflection. In addition, multimodal ensembles may allow learners to express their critical engagement with an issue in ways that the linguistic mode might restrict. The pedagogical implications of these findings are discussed using examples from students' multimodal projects, and possible directions for future research are proposed. HUANG

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

Cited by 51 publications

References 25 publications

More than Words: ESP learners’ perceptions on the implementation of multiliteracies pedagogy

More than Words: ESP learners’ perceptions on the implementation of multiliteracies pedagogy

Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts

EFL learners’ critical multimodal reflections on the politics of English

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