Multimodality in English Language Learning

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