How Teachers Deploy Multimodal Textbooks to Enhance English Language Learning  

Oleh:

Ajayi, Lasisi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Journal vol. 6 (Jun. 2012), page 16-35.
Topik: critical literacy; multimodality; multiliteracies; social semiotic theory
Fulltext: How Teachers.pdf (441.78KB)

Isi artikel

This study draws on semiotics to argue that multimodal textbooks encode specific knowledge that offers teachers and learners new possibilities for the design of teaching and learning of English language. Drawing on Halliday?s theory of systemic-functional linguistics, this paper examines how two teachers deployed multimodal resources of textbooks for English as a second language (ESL) instruction. Data were collected through classroom observations, field notes, interviews, and textbook analysis. The tentative findings suggest that the ESL teachers in this study were faced with problems on teaching English language learners how complex multimodal resources combine and integrate to design meaning in the textbooks they teach.

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