Multimodality in the EFL classroom

Authors

  • Fábio Bezerra Universidade Federal de Santa Catarina

Keywords:

multimodality, classroom, grammar of visual design, multimodal communicative competence

Abstract

Due to the increased multimodal nature of communication in today’s globalized and culturally diverse world (Christie, 2005), it is paramount to devote attention in the classroom to how semiotic resources (van Leeuwen, 2005) other than verbal language have been used to create identities and to position people socially, especially for the fact that the school plays – or should play – a vital role in the development of people’s individual, social, cultural and political development. In this paper, I contextualize the work with images and present metalanguage from the Grammar of Visual Design (Kress & van Leeuwen, 2006) in order to enable teachers to develop activities to foster their students’ ‘multimodal communicative competence’ (Heberle, 2010). Besides, I carry out analysis of a movie poster so as to put the theory presented into practice.

Downloads

Download data is not yet available.

Author Biography

Fábio Bezerra, Universidade Federal de Santa Catarina

I'm currently in the last year of my doctorate in English and Applied Linguistics at Universidade Federal de Santa Catarina and my PhD in Linguistics at the University of Sydney (cotutelle).

Downloads

Published

2012-03-30

How to Cite

Bezerra, F. (2012). Multimodality in the EFL classroom. BELT - Brazilian English Language Teaching Journal, 2(2). Retrieved from https://revistaseletronicas.pucrs.br/belt/article/view/9671

Issue

Vol. 2 No. 2 (2011)

Section

Article

License

Copyright

The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.

Creative Commons License

Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.