Diamantopoulou, Sophia; (2024) The multimodality of English language learning: A social semiotic approach. Presented at: BAAL/ Cambridge University Press Seminars: Multimodality in applied linguistic research: current trends and methodological implications, York, UK.

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Abstract

The talk offers an introduction to Gunther Kress's multimodal social semiotic theory for communication and explores its implications for the school subject of English. Some key questions that will be addressed are: What is multimodal about the subject of English? What questions does multimodality ask of English as a school subject? How can multimodality inform the methods and practices we employ for English Language Teaching? Multimodal theorizations of teaching and learning, as well as their implementation in research, teaching practice and curriculum development in various parts of the world have marked a relatively recent paradigm shift. In this talk, using examples from research, we attend to various aspects of teaching and learning, ranging from textbook design, classroom interaction and layout to assessment issues. This is in order to discuss how multimodality theory can inform the way we design for and recognize learning within institutional contexts as well as beyond them and in the meaning makers’ own text worlds. Recent and forthcoming publications relevant to this talk Kress, G., Bezemer, J., Diamantopoulou, S., Jewitt, C., Mavers, D. (2021). A social semiotic perspective on learning: Transformative engagement in a changing world. In Kress, G., Selander, S., Säljö, R., Wulf, C. (Eds.), Learning as Social Practice: Beyond Education as an Individual Enterprise. (pp. 70-102). Abingdon, UK: Routledge. Diamantopoulou, S. (2021). The multimodality of English as a school subject: Mapping meanings about literacy discourses on students' work in the case of a museum and a school project. In Baldry, A., Vasta, N. (Eds.), Multiliteracy Advances and Challenges in Hypermedia Envrironments. Udine, Italy: Udine University. Diamantopoulou, S., Ørevik, S. (Eds.). (2021). Multimodality in English Language Learning. Routledge. Diamantopoulou, S. (forthcoming). Student agency in the creation of multimodal texts: A political project. In Starc, S. and Komninos, N. (eds) Case Studies in Multimodal Texts in Schools. Peter Lang Diamantopoulou, S. & Ørevik, S. (forthcoming) Multimodality in English Language Learning. In Chapelle, C. (ed.) Encyclopedia of Applied Linguistics 2nd edition. Wiley. Ørevik, S., Skulstad, A., & Diamantopoulou, S. (forthcoming). Multimodal Literacy in EAL education. In Querol-Julián, M. and Fortanet-Gómez, I.(eds). Designing Learning with Digital Technologies: Perspectives from Multimodality in Education.

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