Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.

Detalhes bibliográficos
Autor(a) principal: de Oliveira, Robson Henrique Antunes
Data de Publicação: 2020
Outros Autores: Costa, Maria Elizia Cavalcante, da Silva, Maria Zenaide Valdivino
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
DOI: 10.46230/2674-8266-12-4020
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/4020
Resumo: This article aims to investigate the English teaching as an Additional Language through the writing activities from the textbook Time to share (AGA; MARTÍNEZ, 2015), of the teachers` book, from ninth level from elementary school to verify how writing production, which integrates languages ​​and semiosis, can reveal critical visual / multimodal literacy. This work is maintained by the multimodality studies by Kress and Van Leeuwen (1996, 2006), Jewitt (2009), Bezemer and Kress (2008, 2016); based on critical visual literacy by Callow (2008, 2012, 2013) and on texts composition approaches purposed by Ribeiro (2016, 2018). The results reveal that the writing activities proposals of the 9th grade textbook bring relevant themes to work in English teaching. However, when it comes to textual production, in addition to the verbal mode, the analysis revealed that the book presents an insufficient approach concerning the texts that integrate words and images, despite having a visually attractive appearance. Consequently, the textbook ends up limiting the literacy agencies to the written system.
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spelling Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.Multimodalidade e Letramento visual crítico no ensino de Língua Inglesa: Investigando as propostas de atividade de produção de texto do livro didático Time to ShareMultimodalidadeLetramento visual críticoEnsino de Língua InglesaMultimodalityCritical visual literacyEnglish Language TeachingThis article aims to investigate the English teaching as an Additional Language through the writing activities from the textbook Time to share (AGA; MARTÍNEZ, 2015), of the teachers` book, from ninth level from elementary school to verify how writing production, which integrates languages ​​and semiosis, can reveal critical visual / multimodal literacy. This work is maintained by the multimodality studies by Kress and Van Leeuwen (1996, 2006), Jewitt (2009), Bezemer and Kress (2008, 2016); based on critical visual literacy by Callow (2008, 2012, 2013) and on texts composition approaches purposed by Ribeiro (2016, 2018). The results reveal that the writing activities proposals of the 9th grade textbook bring relevant themes to work in English teaching. However, when it comes to textual production, in addition to the verbal mode, the analysis revealed that the book presents an insufficient approach concerning the texts that integrate words and images, despite having a visually attractive appearance. Consequently, the textbook ends up limiting the literacy agencies to the written system.Este artigo objetiva investigar o ensino de Língua Inglesa como Língua Adicional (LA) por meio das atividades de produção textual do Livro Didático Time to share (AGA; MARTÍNEZ, 2015), do livro do professor do 9º ano do Ensino Fundamental, para verificar como o ensino de produção de texto, que integra linguagens e semioses, pode revelar letramento visual crítico. Este trabalho está respaldado nos estudos da multimodalidade de Kress e Van Leeuwen (1996, 2006), Jewitt (2009), Bezemer e Kress (2008, 2016); do letramento visual crítico de Callow (2008, 2012, 2013) e em abordagens para o ensino de produção de texto propostas por Ribeiro (2016, 2018). Os resultados revelaram que as propostas de produção de texto do livro do 9º ano trazem temáticas relevantes para se trabalhar no ensino de inglês. Entretanto, quando se trata de produção textual, para além do modo verbal, a análise revelou que o livro apresenta uma abordagem insuficiente com relação aos textos que integram palavras e imagens, apesar de ter uma aparência visualmente atraente. Assim, o livro didático acaba limitando as agências dos letramentos para o sistema escrito.EdUECE2020-09-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/402010.46230/2674-8266-12-4020Revista Linguagem em Foco; Vol. 12 No. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 269-291Revista Linguagem em Foco; v. 12 n. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 269-2912674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4020/3468https://revistas.uece.br/index.php/linguagememfoco/article/view/4020/3469Copyright (c) 2020 Robson Henrique Antunes de Oliveira, Maria Elizia Cavalcante Costa, Maria Zenaide Valdivino da Silvainfo:eu-repo/semantics/openAccessde Oliveira, Robson Henrique AntunesCosta, Maria Elizia Cavalcanteda Silva, Maria Zenaide Valdivino2021-03-23T17:45:03Zoai:ojs.revistas.uece.br:article/4020Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-03-23T17:45:03Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
Multimodalidade e Letramento visual crítico no ensino de Língua Inglesa: Investigando as propostas de atividade de produção de texto do livro didático Time to Share
title Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
spellingShingle Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
de Oliveira, Robson Henrique Antunes
Multimodalidade
Letramento visual crítico
Ensino de Língua Inglesa
Multimodality
Critical visual literacy
English Language Teaching
de Oliveira, Robson Henrique Antunes
Multimodalidade
Letramento visual crítico
Ensino de Língua Inglesa
Multimodality
Critical visual literacy
English Language Teaching
title_short Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
title_full Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
title_fullStr Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
title_full_unstemmed Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
title_sort Multimodality and Visual Critical Literacy in English Language Teaching: Investigating the Textual Production Activities Proposed by the Textbook Time to Share.
author de Oliveira, Robson Henrique Antunes
author_facet de Oliveira, Robson Henrique Antunes
de Oliveira, Robson Henrique Antunes
Costa, Maria Elizia Cavalcante
da Silva, Maria Zenaide Valdivino
Costa, Maria Elizia Cavalcante
da Silva, Maria Zenaide Valdivino
author_role author
author2 Costa, Maria Elizia Cavalcante
da Silva, Maria Zenaide Valdivino
author2_role author
author
dc.contributor.author.fl_str_mv de Oliveira, Robson Henrique Antunes
Costa, Maria Elizia Cavalcante
da Silva, Maria Zenaide Valdivino
dc.subject.por.fl_str_mv Multimodalidade
Letramento visual crítico
Ensino de Língua Inglesa
Multimodality
Critical visual literacy
English Language Teaching
topic Multimodalidade
Letramento visual crítico
Ensino de Língua Inglesa
Multimodality
Critical visual literacy
English Language Teaching
description This article aims to investigate the English teaching as an Additional Language through the writing activities from the textbook Time to share (AGA; MARTÍNEZ, 2015), of the teachers` book, from ninth level from elementary school to verify how writing production, which integrates languages ​​and semiosis, can reveal critical visual / multimodal literacy. This work is maintained by the multimodality studies by Kress and Van Leeuwen (1996, 2006), Jewitt (2009), Bezemer and Kress (2008, 2016); based on critical visual literacy by Callow (2008, 2012, 2013) and on texts composition approaches purposed by Ribeiro (2016, 2018). The results reveal that the writing activities proposals of the 9th grade textbook bring relevant themes to work in English teaching. However, when it comes to textual production, in addition to the verbal mode, the analysis revealed that the book presents an insufficient approach concerning the texts that integrate words and images, despite having a visually attractive appearance. Consequently, the textbook ends up limiting the literacy agencies to the written system.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/4020
10.46230/2674-8266-12-4020
url https://revistas.uece.br/index.php/linguagememfoco/article/view/4020
identifier_str_mv 10.46230/2674-8266-12-4020
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/4020/3468
https://revistas.uece.br/index.php/linguagememfoco/article/view/4020/3469
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 12 No. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 269-291
Revista Linguagem em Foco; v. 12 n. 2 (2020): Linguagens e tecnologia: ideias e debates sobre apropriação tecnológica na escola contemporânea; 269-291
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Revista Linguagem em Foco (Online)
collection Revista Linguagem em Foco (Online)
repository.name.fl_str_mv Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv linguagememfoco@uece.br||
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dc.identifier.doi.none.fl_str_mv 10.46230/2674-8266-12-4020

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