Abstract:The need to broaden the notion of literacy has been continually emphasized within the field of New Literacy Studies in recent years. This is necessary because of the advent of information and communication technology (ICT) in our everyday, school and workplace literacy practices. A broader notion of literacy is needed to pay attention to the rearrangement in the constellation of modes of representation from print to screen which has profound consequences for meaning making and communication in the classroom (K… Show more
“…Here, we discuss this issue by drawing upon findings from recent first language (L1) and L2 studies. A growing body of research has revealed that, while many teachers acknowledge the value of multimodal practices for teaching and learning, some have reported concerns such as (a) lack of content knowledge and technological skills to effectively implement multimodal practices into instruction (Shanahan, ), (b) lack of resources and administrative support, (c) time constraints, and (d) pressure to prepare their students to pass standardized testing (Tan, Bopry, & Guo, ). In addition, some preservice teachers “struggled to craft an argument, to think with image, and to maintain authorial control of the reader's/viewer's experience” even though they identified themselves as strong writers and fluent technology users (Hundley & Holbrook, , p. 504).…”
Section: Challenges For Teacher Educationmentioning
confidence: 99%
“…Further, some teachers held skeptical views of digital and multimodal practices for two specific reasons. First, some teachers claimed that they often experience tensions between the digitally and multimodally mediated practices and the print‐based unimode of assessment (Tan et al, ). Second, some teachers reported feeling doubtful about the positive impact of multimodal practices upon student academic achievement (Coyle et al, ; Sadik, ).…”
Section: Challenges For Teacher Educationmentioning
As a growing number of English language learners (ELLs) engage in digital and multimodal literacy practices in their daily lives, teachers are starting to incorporate multimodal approaches into their instruction. However, anecdotal and empirical evidence shows that teachers often feel unprepared for integrating such practices into their curricula (Coyle, Yañez, & Verdú, 2010; Sadik, 2008). This particular concern has led the authors of this essay to examine ways in which multimodal literacy practices can be integrated into teacher education for teaching English to speakers of other languages (TESOL). This Teaching Issues article describes how the first author designed and implemented two multimodal practices for preservice and in‐service teacher education programs in the United States. The essay highlights the challenges of incorporating multimodal practices into teacher education (e.g., epistemological issues, instructional challenges, and teachers’ resistance to multimodal practices). The authors offer suggestions for overcoming those challenges and propose future directions for TESOL teacher education and professional development.
“…Here, we discuss this issue by drawing upon findings from recent first language (L1) and L2 studies. A growing body of research has revealed that, while many teachers acknowledge the value of multimodal practices for teaching and learning, some have reported concerns such as (a) lack of content knowledge and technological skills to effectively implement multimodal practices into instruction (Shanahan, ), (b) lack of resources and administrative support, (c) time constraints, and (d) pressure to prepare their students to pass standardized testing (Tan, Bopry, & Guo, ). In addition, some preservice teachers “struggled to craft an argument, to think with image, and to maintain authorial control of the reader's/viewer's experience” even though they identified themselves as strong writers and fluent technology users (Hundley & Holbrook, , p. 504).…”
Section: Challenges For Teacher Educationmentioning
confidence: 99%
“…Further, some teachers held skeptical views of digital and multimodal practices for two specific reasons. First, some teachers claimed that they often experience tensions between the digitally and multimodally mediated practices and the print‐based unimode of assessment (Tan et al, ). Second, some teachers reported feeling doubtful about the positive impact of multimodal practices upon student academic achievement (Coyle et al, ; Sadik, ).…”
Section: Challenges For Teacher Educationmentioning
As a growing number of English language learners (ELLs) engage in digital and multimodal literacy practices in their daily lives, teachers are starting to incorporate multimodal approaches into their instruction. However, anecdotal and empirical evidence shows that teachers often feel unprepared for integrating such practices into their curricula (Coyle, Yañez, & Verdú, 2010; Sadik, 2008). This particular concern has led the authors of this essay to examine ways in which multimodal literacy practices can be integrated into teacher education for teaching English to speakers of other languages (TESOL). This Teaching Issues article describes how the first author designed and implemented two multimodal practices for preservice and in‐service teacher education programs in the United States. The essay highlights the challenges of incorporating multimodal practices into teacher education (e.g., epistemological issues, instructional challenges, and teachers’ resistance to multimodal practices). The authors offer suggestions for overcoming those challenges and propose future directions for TESOL teacher education and professional development.
“…Even in cases where there is political will to transform ELL education, the teachers themselves may manifest resistance. Tan et al (2010) ascribed the reluctance of a teacher in a Singaporean secondary school to move on from traditional ELL expectations to tensions between a transformative critical multiliteracies approach and the power of traditional assessment practices:…”
Section: Hurdles In Multimodal Literacy Educationmentioning
Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.This article has two purposes: The first is to give an overview of the concept of multimodal literacies, which utilize diverse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms (Cope & Kalantzis, 2009a). Since the New London Group's manifesto on multiliteracies in 1996, which merged language and literacy education agendas in L2 teaching, language arts, media literacy, and cultural studies, new basics have developed that apply to all classrooms and all learners. Second, this article reviews and reports on innovative pedagogical approaches to multimodal literacies involving L2 learners. These are grounded theoretically Multimodal literacies transcend the alphabetic world that is the focus of classroom literacy instruction. A generation ago, the world of literacy was based on paper. Now, literacy engages people in texts and discourses that traverse space and time on screens in which we can access and mix semiotic resources that include a multiplicity of languages. We do this instantaneously and ubiquitously, using new media in constant evolution.Multimodal communication is not new. Face-to-face communication is inherently multimodal, and even the pinnacle of modern literate achievement, the book, has used visual modes to accompany alphabetic print for centuries,
“…Second, we often experience a lack of coordination or relevance between the digital/multimodal literacy activities and the frequent nondigital formal assessments given to students, as reported by some teachers in Singapore and in the United States in the studies by Tan, Bopry, and Guo () and Yi and Choi (), respectively. The online post below from Avery, a classroom teacher, represents significant challenges that many teachers face when they attempt to integrate digital multimodal literacy into instruction (Yi & Choi, , p. 843):The topic of multimodality is a controversial topic in my school.…”
Section: Challenges Of Assessment For Digital Multimodal Literacymentioning
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