Multimodal Literacy in English as an Additional Language in Higher Education
1st Edition
Published on 30. April 2025
Book
Hardback
260 pages
978-1-032-55274-3 (ISBN)
Description
Multimodal Literacy in English as an Additional Language in Higher Education addresses three key aspects of multimodal literacy in higher education: identifying what is understood by multimodal literacy, its teachability in the EAL context, and how to integrate multimodal competence into professional development programmes.
This edited collection provides a diverse and international perspective on multimodal literacy development in both students and teachers in higher education settings. The volume is organised into three parts: the first examines the concept of multimodal literacy at university level from different perspectives; the second focuses on students, with examples of how multimodal literacy pedagogies in EAL courses can be meaningfully applied; and the third explores the design and implementation of EAL teachers' professional development programmes which promote and enhance multimodal literacy. Multimodal Literacy in English as an Additional Language in Higher Education paves the way for the integration of multimodal literacy theories and practices in the different EAL curricula.
This innovative volume brings together both theory and practical application and is essential reading for researchers, postgraduate students, and teachers and teacher trainers in the fields of language teaching, language learning, and education.
This edited collection provides a diverse and international perspective on multimodal literacy development in both students and teachers in higher education settings. The volume is organised into three parts: the first examines the concept of multimodal literacy at university level from different perspectives; the second focuses on students, with examples of how multimodal literacy pedagogies in EAL courses can be meaningfully applied; and the third explores the design and implementation of EAL teachers' professional development programmes which promote and enhance multimodal literacy. Multimodal Literacy in English as an Additional Language in Higher Education paves the way for the integration of multimodal literacy theories and practices in the different EAL curricula.
This innovative volume brings together both theory and practical application and is essential reading for researchers, postgraduate students, and teachers and teacher trainers in the fields of language teaching, language learning, and education.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Postgraduate
Illustrations
81 s/w Photographien bzw. Rasterbilder, 25 s/w Tabellen, 81 s/w Abbildungen
25 Tables, black and white; 80 Halftones, black and white; 80 Illustrations, black and white
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 19 mm
Weight
581 gr
ISBN-13
978-1-032-55274-3 (9781032552743)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Mercedes Querol-Julian | Inmaculada Fortanet-Gomez
Multimodal Literacy in English as an Additional Language in Higher Education
E-Book
04/2025
1st Edition
Routledge
€61.99
Available for download
Mercedes Querol-Julian | Inmaculada Fortanet-Gomez
Multimodal Literacy in English as an Additional Language in Higher Education
E-Book
04/2025
1st Edition
Routledge
€61.99
Available for download
Mercedes Querol-Julian | Inmaculada Fortanet-Gomez
Multimodal Literacy in English as an Additional Language in Higher Education
Book
04/2025
1st Edition
Routledge
€68.60
Shipment within 10-20 days
Persons
Mercedes Querol-Julian is a Senior Lecturer in Applied Linguistics in the Department of English Teaching, Universidad Internacional de La Rioja (UNIR), Spain. Her main research interests include multimodal literacy, multimodal analysis, digital interaction, digital teaching, English-medium instruction, and teacher professional development. She leads the research group Personal and Professional Development through Digital Genres (PRODIGI) at UNIR.
Inmaculada Fortanet-Gomez is a Full Professor in the Department of English Studies, Universitat Jaume I, Castello, Spain, where she co-chairs the Group for Research on Academic and Professional English (GRAPE). Her research interests are related to multimodal discourse analysis, multimodal literacy, and Content and Language Integrated Learning in tertiary and pre-tertiary education. She has over 100 articles and chapters published in high-ranked journals and books.
Inmaculada Fortanet-Gomez is a Full Professor in the Department of English Studies, Universitat Jaume I, Castello, Spain, where she co-chairs the Group for Research on Academic and Professional English (GRAPE). Her research interests are related to multimodal discourse analysis, multimodal literacy, and Content and Language Integrated Learning in tertiary and pre-tertiary education. She has over 100 articles and chapters published in high-ranked journals and books.
Content
List of figures and tables
List of contributors
Preface
PART I. Conceptualising multimodal literacy in higher education
Chapter 1: Multimodal literacy at the university: the ins and outs of educating in English as an additional language
Chapter 2: Infographics, inter-semiosis, and multimodal literacy in science education
Chapter 3: Designing for multimodal literacy and socio-emotional learning through digital multimodal composing
Chapter 4: Multimodality and transposition in collaborative language learning
PART II. Multimodal literacy pedagogies in EAL courses
Chapter 5: A multimodal assessment grid to guide the design and evaluation of instructional video tutorials
Chapter 6: Multimodality and mathematics literacy: knowledge visualisation and construction through a bilingual mobile learning app
Chapter 7: Assessing multimodal discourse in digital storytelling for ESP: from theory to practice
Chapter 8: Enhancing multimodal literacy in ESP: a focus on digital multimodal composition for video game reviews
PART III. Multimodal literacy pedagogies and professional development
Chapter 9: Developing multimodal interactional competence in EMI lecturers. Reflexive practice in an online international programme
Chapter 10: Multimodal and digital literacies in EME professional development programmes to promote students' interaction and engagement
Chapter 11: Multimodality in EAL teacher education: an example from the Norwegian context
List of contributors
Preface
PART I. Conceptualising multimodal literacy in higher education
Chapter 1: Multimodal literacy at the university: the ins and outs of educating in English as an additional language
Chapter 2: Infographics, inter-semiosis, and multimodal literacy in science education
Chapter 3: Designing for multimodal literacy and socio-emotional learning through digital multimodal composing
Chapter 4: Multimodality and transposition in collaborative language learning
PART II. Multimodal literacy pedagogies in EAL courses
Chapter 5: A multimodal assessment grid to guide the design and evaluation of instructional video tutorials
Chapter 6: Multimodality and mathematics literacy: knowledge visualisation and construction through a bilingual mobile learning app
Chapter 7: Assessing multimodal discourse in digital storytelling for ESP: from theory to practice
Chapter 8: Enhancing multimodal literacy in ESP: a focus on digital multimodal composition for video game reviews
PART III. Multimodal literacy pedagogies and professional development
Chapter 9: Developing multimodal interactional competence in EMI lecturers. Reflexive practice in an online international programme
Chapter 10: Multimodal and digital literacies in EME professional development programmes to promote students' interaction and engagement
Chapter 11: Multimodality in EAL teacher education: an example from the Norwegian context