A blog for the Second Language Literacies course from the MA in Learning and Teaching Processes in Second Languages (ML2) at UPB-Medellín
In this video we could see to different perspectives about the multimodal and multiteracy in our educational system. How these two concepts are part of the teaching and learning processes in our students and how the use of these elements are an important part of our classes. It is necessary to emphasize that not all the schools in have the same opportunities and condition to offer to their students what they really want. But all the effort that principals, teachers, and community members do are important to support the teaching practices of a second language.
It is not only the quantity of elements that we use in our classes but it is the quality of our teaching practices that really matter in the education of our students.
Albers, P., & Harste, J.C. (2007). The arts, new literacies, and multimodality. English Education, 40(1), 6–20.
Jewitt, C., & Kress, G. (2003). MultiMultimodalities and Multiliteracies in a private and public schoolmodal literacy. New York, NY: Peter Lang.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London,UK: Arnold.
Mills, K. A. (2015). Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses (Vol. 45). Multilingual Matters.
Sewell, W., & Denton, S. (2011). Multimodal literacies in the secondary classroom. English Journal, 100(5), 61-65.
Schwarzer, D., Haywood, A., & Lorenzen, C. (2003). Fostering multiliteracy in a linguistically diverse classroom. Language Arts, 80(6), 453-460.