Analyzing the talking book <i>Imagine a world</i>: A multimodal approach to English language learning in a multilingual context

Lotherington, Heather, Tan, Sabine, O'Halloran, Kay L ORCID: 0000-0002-7950-0889, Wignell, Peter and Schmitt, Andrew (2019) Analyzing the talking book <i>Imagine a world</i>: A multimodal approach to English language learning in a multilingual context. TEXT & TALK, 39 (6). pp. 747-774.

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Official URL: http://dx.doi.org/10.1515/text-2019-0239

Abstract

<jats:title>Abstract</jats:title> <jats:p>In recent years there has been increased academic and professional interest and awareness in approaches to English language teaching (ELT) that take a plurilingual approach. This is often combined with a multimodal stance. The outcome of this combination is an approach to English language teaching that integrates multiple languages and multiple semiotic resources. This paper examines how a plurilingual approach to ELT can be viewed through a multimodal lens by analyzing the construction of a plurilingual talking book created as a student project in an elementary public school. The analysis uses multimodal analysis software to map the interaction of languages and images, in order to determine how these function as meaning-making resources in a multimodal, multiple-language text created by linguistically diverse students with high ELT needs. The findings indicate how combinations of different semiotic resources work together to create meaning, delineates the role of English in meaning-making, and illustrates the children’s multilingual interactions in the creation of their collaboratively composed multimodal talking book.</jats:p>

Item Type:	Article
Uncontrolled Keywords:	talking book, multimodality, plurilingualism, multilingualism, multi-modal analysis, systemic functional theory
Divisions:	Faculty of Humanities and Social Sciences > School of the Arts
Depositing User:	Symplectic Admin
Date Deposited:	10 Jun 2021 08:00
Last Modified:	16 Oct 2023 18:01
DOI:	10.1515/text-2019-0239
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3125618