cloonan-creatingmultimodal-2011.pdf (251.01 kB)
Creating multimodal metalanguage with teachers
Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2009-10), indicate expectations that teachers will support their students’ interpretation and creation of multimodal texts. However, English curriculum guidelines are yet to advise on a detailed metalanguage to support teacher and student discussion of the meaning-making dimensions of multimodal texts. Theoretical work on the development of multimodal metalanguage is in its early stages, lacking ready application for use in diverse classroom contexts. This article reports on research into applications of a framework designed to help teachers add depth and breadth to teaching and learning about multimodal meanings through development of a metalanguage (Cope & Kalantzis, 2000). While application of this framework in middle-years classrooms was initially found to be problematic, working in collaboration with teachers this framework was adapted and enriched for classroom use. This resulted in a refined framework which can be used in classrooms for stimulating metalanguage to describe multimodal texts.
History
Journal
English teaching : practice and critiqueVolume
10Issue
4Pagination
23 - 40Publisher
School of Education, University of WaikatoLocation
Hamilton, N. Z.ISSN
1175-8708Language
engNotes
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License, articles are copyrighted by the respective authors.Publication classification
C1 Refereed article in a scholarly journalCopyright notice
2011, The AuthorUsage metrics
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