This study is concerned with the significance of the affordances of multimodality in contemporary conceptualizations of ESL/literacy pedagogies. Using a cellular phone advertisement, 18 students composed visual representations of their understandings of the text. Drawing on the social semiotic framework of Kress and van Leeuwen, the annotated drawings of the students were analyzed and interpreted for meaning making. The findings showed that multimodal texts afforded the students opportunities for diverse interpretations and representations of visual images based on the interplay of self‐identity and social‐cultural worlds. تهتم هذه الدراسة بأهمية توفير فرص متعددة الطرق بالتخيلات المعاصرة في علم تعليم معرفة القراءة والكتابة والإنكليزية كلغة ثانية. وبواسطة استخدام إعلانات الهاتف الخلوي نظّم ثمانية عشر طالباَ تمثيلات بصرية لفهمهم النص. واستناداً إلى الإطار الاجتماعي المتعلق بالعلامات مؤسسيه كريس وفان ليووين قد تم تحليل رسومات الطلاب المصحوبة بملاحظاتهم وتفسيرها لصناعة المعنى. وقد بيّنت النتائج أن النصوص المتعددة الطرق وفّرت لطلاب فرصاً لتشكيل تفاسير متنوعة وتماثيل من الصور البصرية بناء على التفاعل بين عالَمَيْ الهوية الذاتية والثقافة الاجتماعية. 本研究是有关当代英语为第二语言/读写能力教育学的概念形成中多模态可用性的重要意义。18名学生根据他们对一个手机广告文本的理解，绘作出他们的视觉表征。研究者利用Kress和van Leeuwen的社会符号框架，对学生的诠释绘图作意义建构的分析与解读。研究结果显示：多模态文本给学生提供可用性的机会，让他们根据自已的身分认同和社会文化世界观的互相作用，对视觉图像作出多样的解读与表征。 Cette étude porte sur la signification que permet la multimodalité selon les conceptions contemporaines des pédagogies de l'anglais langue deux / de la littératie. En utilisant la publicité d'un téléphone cellulaire, 18 étudiants ont composé une représentation visuelle de ce qu'ils avaient compris de ce texte. En nous appuyant sur la structure sémiotique sociale de Kress et van Leeuwen, nous avons analysé et interprété la façon dont les étudiants ont fait du sens avec ces dessins commentés. Les résultats montrent que les textes multimodaux offrent aux étudiants des possibilités d'interprétation diverse et des représentations des images visuelles qui reposent sur l'interaction entre l'identité personnelle et leur univers socio‐culturel. Настоящее исследование посвящено значению мультимодальных возможностей в современных контекстах – при обучении английскому как второму языку и преподавании различных видов грамотности. Осмыслив рекламу мобильных телефонов, 18 учащихся изобразили свое о ней представление – т.е. создали визуальную презентацию текста. Содержание аннотированных рисунков учащихся было проанализировано и интерпретировано на основе социально‐семиотического подхода (Kress и van Leeuwen). Результаты показали, что мультимодальные тексты предоставили учащимся возможности для разнообразных интерпретаций и визуального представления образов, которые формируются на основе их самоидентичности и социально‐культурного окружения. Este estudio trata sobre el significado de lo que es proporcionado por muchas modalidades en el concepto contemporáneo de las pedagogías del ESL y de conocimientos. Dieciocho estudiantes crearon representaciones visuales de su entendimiento del texto de un anuncio s...

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Disney videos are used across the US as important materials for teaching language arts and literacy in elementary schools. However, how pupils make meaning of the videos has not been sufficiently investigated in educational research. Twenty-five third-grade pupils were taught comprehension skills using Sleeping Beauty. The students created their understanding in visual images. Their drawings and explanations were analyzed using a social semiotic theory. The findings indicated that the students' interpretations of Sleeping Beauty were not a decontextualized practice; rather, they used the specificity of their gender, social-cultural experiences and available multimodal resources at their disposal to construct interpretations of the video. The implications of the findings were discussed.

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This research investigates how three female Nigerian high school students were taught to deploy critical multimodal literacy to interrogate texts and reconstruct unequal social structures. A class of ninth-grade students in an all-women school was given instruction through the analysis of how multiple modes were used to represent meanings in textbooks. Data were collected from multiple sources, including students' interviews, observations, classroom videos, social media posts, and artifacts of students' literacies to analyze how they reflect on and critique their personal experiences in Nigeria within and through the English curriculum. The findings suggest that the teacher and students co-constructed possibilities for the learners to critique the social production of gender and resist structural practices that diminish their voices and their literacy learning. The findings indicate a need for English teachers in Nigeria to enact critical multimodal literacy pedagogy which relates instruction to female students' interests to promote agency and change. Keywords critical multimodal literacy, critical literacy, new literacy studiesThere is an urgent need for English curriculum in Nigeria to change its reading instruction emphasis from grammatical rules to integrating multimodal literacy practices into instruction, so that teachers can prepare students to read and create multimodal texts. The high school curriculum focuses exclusively on language-based topics such as Ajayi 217 adjectives, tenses, and verbs without paying attention to students' home literacies 1 such as surfing the web, emailing, texting, blogging, chatting, posting messages and images on social network sites, and reading and writing multimodal texts. To compound the situation, the curriculum appears to treat literacy as neutral and value-free, without much consideration to how biases against female students are reproduced or how the students draw on their own knowledge and identities as resources to shape literacy learning (Kendrick & Jones, 2008;Kendrick, Jones, Mutonyi, & Norton, 2006).It is not surprising that more than 50% of female students in Nigeria drop out of school before reaching the 12th grade. Educational statistics between 2004 and 2008 from Nigerian Universal Basic Education Commission showed that "the gross enrollment ratio of girls is significantly lower than that of boys" (British Council Nigeria, 2012, p. 29). The United Nations Educational, Scientific and Cultural Organization (UNESCO; reported that girls' completion rates of school in Nigeria are lower than boys, particularly in the northern states, where girls' completion rates were as low as 7.8%. Many factors influence the education of female students. Some parents prefer sending their boys to school "because only sons inherit and carry on the family name" (Mahdi, 2011, p. 11). Other factors include early marriage, pregnancy, and poor quality teaching. Also, in many communities women are regarded as subordinate to men (Badawi, 2007). The effect of these gender biase...