ML2 – Second Language Literacies

A blog for the Second Language Literacies course from the MA in Learning and Teaching Processes in Second Languages (ML2) at UPB-Medellín

Multiliteracies and Multimodality by Beatriz Elena Garcés R.

The content of this video shows some how multiliteracies and multimodality are used and developed around a public school in Antioquia.

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3 comments on “Multiliteracies and Multimodality by Beatriz Elena Garcés R.

  1. Moni Pabon
    October 5, 2013

    Applebee in 1984 states that the range of opportunities for the writing of extended texts in the classrooms are often limited, so another task that teachers have is to provide chances during different literacy events outside the classroom. The learning process does not end when the class finishes, students are continuously reading and writing outside the institution.

    It can be deduced from the video the girl that draws about women not only does it inside the institution, what’s more, it is outside the classroom that she does it more frequently so, students are absorving everytime more and more from the outside and the influence it has on
    them and their reading and writing processes is big.

    Moni Pabon

  2. Chris
    October 8, 2013

    Very interesting video Beatriz, I think you are wright when you say that Art expressions are important to reinforce literacies practices, I agree with you, because through art expressions students can express themselves, can motive them to learn in multimodality forms. I also liked the way students use anime to investigate and to learn about Japanese culture, and how they use the graffiti to express what they feel, to complain about something. Graffiti can be a multimodality strategy for encouraging students to establish a relationship between their artistic discourse and the way feel about something, about our society and culture. Your video is fantastic congratulations.

    Christian González

  3. Claudia Cañas Mejía
    October 9, 2013

    Hello Beatriz! A part of your video is related with what Kramsch (1998) calls uncovering discourses; it is clearly seen when the students say that their graffitis and animes are a way to express their oppinion towards certain social events with which they do not agree and that they do it in that way because they know people understand and like their way of giving their opinions. In this example, we could observe the literacy as a social act.

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This entry was posted on September 27, 2013 by in Uncategorized.
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