Including diversity through cinema-based affective literacy practices: A case study with EFL/ESL pre-service teachers

Romero, Elena Domínguez; Bóbkina, Jelena

doi:10.1080/17501229.2023.2168007

Cited by 2 publications

(1 citation statement)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Including visual literacy in activities that engage linguistic challenges in ELL, such as learning idiomatic expression in online engagements creating memes (i.e. Pitzl, 2016), has seen little exploration in ELL (Romero and Bobkina, 2017). This study underscores multimodal discourse as consequential to language learning because text and image become indistinguishable from one another in their meaning-making potential (Bateman, 2014).…”

Section: Introductionmentioning

confidence: 99%

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

Smith

2021

RELC Journal

View full text Add to dashboard Cite

To maximize the advantages of virtual learning, the present study highlights the potential for Internet meme design and creation in English language learning (ELL) courses as an innovative activity that raises student agency, increases multimodal literacy, inculcates intercultural communication, and teaches idiomatic expression. Memes resonate a multimodal feedback loop of popular culture. In the context of language education, multimodal literacy is a necessity for 21st-century education because the affordances of digital learning platforms present the world told alongside the world shown. While some studies feature the usefulness of memes in English as a foreign language (EFL) learning, none have underscored meme creation as a learning activity. To demonstrate the activity in situ, a vignette at two Korean universities features two instructors who ask their respective students ( N = 49) to design one meme using an idiom discovered in their ELL materials from a prescribed list, then asks: 1) What common power relations and ideologies emerge in the multimodal discourse of the collected pool of student “idiomemes”? 2) What do the findings tell us about student attitudes and engagement with the activity? 3) What do the findings tell us about the importance of multimodal discourse in EFL learning? Using a multimodal critical discourse analysis of the student-created Internet memes, the findings reveal that students chose culturally familiar images to complete the assignment, suggesting that their engagement and understanding of multimodal, English discourse increases commensurately with content intuitive to their culture. The implications suggest that empowering students with a measure of agency in expressing culturally relevant, multimodal discourse in ELL course content increases their engagement in virtual classrooms. Designing idiomemes, as a virtual learning activity, is further explored as a curricular augmentation that increases the value of a student's language-learning investment.

show abstract

Section: Introductionmentioning

confidence: 99%

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

Smith

2021

RELC Journal

View full text Add to dashboard Cite

show abstract

Towards a stance de-centring model for the foreign language classroom: Training 21st-century agents of change

Romero,

Bobkina

2024

Thinking Skills and Creativity

View full text Add to dashboard Cite

Including diversity through cinema-based affective literacy practices: A case study with EFL/ESL pre-service teachers

Cited by 2 publications

References 45 publications

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

Towards a stance de-centring model for the foreign language classroom: Training 21st-century agents of change

Contact Info

Product

Resources

About