Multimodality - Literacy Practice - English

Abstract

<p>How is multimodality involved when educators design literacy events in the English classroom, and to what extent can this be seen in the pupils’ sign making? What makes up the multimodal ensemble in the literacy practice of English (in these selected literacy events)? How do the pupils make use of the modes available to them when they write an assignment? <p>A range of modes is used in the teacher’s design, primarily to accommodate different learning styles. Written and spoken modes are dominant when it comes to assessment. Visual mode is given explicit attention in the learning process. Whether images are appreciated or even recognized as meaningful parts of pupils’ multimodal assignments, i.e. the learning outcome, is more ambiguous.