Multimodality in English Language Learning

Sophia Diamantopoulou is a lecturer at the UCL Institute of Education and has previously worked as a teacher across a number of learning sites, including teaching EAL. She is a member of the Centre for Multimodal Research with interest in the fields of visual communication, social semiotics, museum education, and embodied learning. Sigrid Ørevik, PhD, is an associate professor at the Department of Foreign Languages, University of Bergen, Norway, where she teaches and supervises student teachers of EAL. Her research focuses primarily on genre and multimodality in materials for teaching, learning, and assessment in the school subject of English.

List of Figures and Tables

Author biographies

Preface and Acknowledgements

Part I: Multimodality in the teaching and learning of English as an additional language: overarching perspectives

Chapter 1: Introduction. Multimodality in English language learning: the case of EAL

Chapter 2: A design-theoretic and multimodal approach to language teaching and learning

Chapter 3: Multimodal literacy in English as an additional language

Chapter 4: Games, literacy, literature: rules of grammar, rules of play

Chapter 5: Integrating multimodal and digital literacies in foreign language policy design: two examples from the Greek context

Part II: Making sense of multimodal texts in the English classroom: literary and cultural understandings of texts

Chapter 6: Constructions of English in a teacher training video: configuring global and local resources for the creation of an EAL community in Angola

Chapter 7: Introducing critical literacy and multimodal perspectives into film pedagogies for the EAL classroom

Chapter 8: Graphic novels in the EAL classroom: a pedagogical approach based on multimodal and intercultural understandings

Part III: Multimodal texts for English teaching and learning: language pedagogies and didactics

Chapter 9: Developing a Metafunctional Framework for Understanding the Design of Educational Apps

Chapter 10: The multimodal incorporation of tablet-based materials in the teaching of EAL: Comparison of pedagogic discourse in two primary classrooms in Thailand

Chapter 11: Theoretical perspectives on choice in multimodal text production and consequences for EAL task design

Part IV: Learners’ production of multimodal texts

Chapter 12: The mediatory role of whiteboards in the making of multimodal texts: implications of the transduction of speech to writing for the English classroom in tertiary settings

Chapter 13: ‘Reading’ literature through drawing: a multimodal pedagogic model for the EAL university classroom

Chapter 14: Multimodal text making through digital storytelling: EAL student teachers' reflections

Part V: Assessment of learners’ multimodal texts

Chapter 15: Designing for assessment as recognition of multimodal work in the EAL classroom

Chapter 16: The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL): learning as meaning making and assessment as recognition in English as an Additional Language contexts

Chapter 17: Assessing multimodal listening comprehension through online informative videos: the operationalisation of a new listening framework for ESP in higher education

Chapter 18: Developing an assessment framework for multimodal text production in the EAL classroom: The case of persuasive posters

Index