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.
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.
Mercedes Querol-Julián 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-Gómez is a Full Professor in the Department of English Studies, Universitat Jaume I, Castelló, 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.
Inhaltsangabe
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 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
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