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
Multimodality and Multiliteracies Por Juliana Garzón y Cristina Tabares
Este vídeo permite ver diferentes actividades realizadas en clase con estudiantes de primaria. En las actividades se usan variadas herramientas, algunas con el uso de los medios audiovisuales e imágenes entre otras.
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7 comments on “Multimodality and Multiliteracies Por Juliana Garzón y Cristina Tabares”
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Your video gives clear evidence of the use of audio and visual modes in the classroom. This kind of practices foster students’ motivation to particpate in the activities.
Angela Patricia Ocampo C.
As mentioned by Kist,classrooms must use multiple ways of representation in order to be at the same speed as our students.
María Marín.
Great video, Juliana and Cristina.
Something that we have to keep in mind when doing our teaching practice as Luke says is that “our work involves helping kids decide which texts are worth reading and writing, how, where, and to what ends and purposes”. So that means that we have to provide appropriate texts in appropriate modes with a specific purpose that answers to the demands not only the world and the students but also to the ethical demands of a new generation that is highly influenced by the media and capitalism beliefs. We have in our classrooms not consumers but eager minds that who need to read the world from a critical perspective.
In this video we can see that the students are exposed to different modes to learn new things. Each mode appeals to specific groups of learners. That is, all learners can grasp knowledge that comes from different sources. It shows a shift from traditional classrooms to modern ones.
Good job girls, I think your evidence of multimodality, shows how students can work through stories in a multimodality way, where they can incorporate, artwork, drawings, and colors, and I like what you said Cristina “students are very visual”, they like to learn through images, videos, stories, etc. They decode their stories not only through written language, but also with their drawings and their imagination, decoding and reading the world at their way.
In your video there are intersting aspects that must be regarded nowadays.One of them is the role the teacher has becuse as it was mentioned during your presenation the teacher is not the one who has the knowledge and he is not the owner of the “truth”, instead we are mediators during the process. Another aspect that must be taken into consideration is the way some elements we use during the process must be seen form different perspective.For example, it was very clear when you explained the way an image could be used, seen or reagrded. Good job Juliana and Cristina
Hello, and thank to all of you who saw the video and gave your point of view or your opinions, they were very rewarding for us. Thanks again.
Juliana y Cristy