A visual analysis of English textbooks: Multimodal scaffolded learning

Detalhes bibliográficos
Autor(a) principal: Salbego, Nayara
Data de Publicação: 2015
Outros Autores: Heberle, Viviane Maria, Balen, Maria Gabriela Soares da Silva
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Calidoscópio (Online)
Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2015.131.01
Resumo: This paper investigates how multimodality in English textbooks may scaffold learning through visual texts. It provides a multimodal analysis of images, integrated with verbal texts and proposed language activities, in order to explain how the visual meanings may enhance students’ understanding of language and content. Kress and van Leeuwen’s visual grammar grounds the image analysis, which is discussed in light of the three metafunctions – representational, interactional and compositional. Findings show that the visual texts are relevant for beginners to understand the content of the activity. The analysis of the images may contribute to scaffold learning in that they are part of the overall meaning, supporting students’ understanding of the activity as a whole. Results also point to the importance of working with multimodality in language learning contexts.Keywords: multimodality, visual analysis, English textbooks, learning English.
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spelling A visual analysis of English textbooks: Multimodal scaffolded learningAnálise visual de livros didáticos de Inglês: multimodalidade facilitando a aprendizagemThis paper investigates how multimodality in English textbooks may scaffold learning through visual texts. It provides a multimodal analysis of images, integrated with verbal texts and proposed language activities, in order to explain how the visual meanings may enhance students’ understanding of language and content. Kress and van Leeuwen’s visual grammar grounds the image analysis, which is discussed in light of the three metafunctions – representational, interactional and compositional. Findings show that the visual texts are relevant for beginners to understand the content of the activity. The analysis of the images may contribute to scaffold learning in that they are part of the overall meaning, supporting students’ understanding of the activity as a whole. Results also point to the importance of working with multimodality in language learning contexts.Keywords: multimodality, visual analysis, English textbooks, learning English.Este trabalho investiga como a multimodalidade em livros didáticos de Inglês pode auxiliar na aprendizagem através da análise de imagens. Fez-se um estudo multimodal de imagens, presentes em textos e atividades didáticas, a fi m de explorar como os significados visuais podem auxiliar no entendimento dos alunos com relação à linguagem e ao conteúdo proposto. A gramática visual de Kress and van Leeuwen consiste na base teórica do trabalho, de forma que as três metafunções – representacional, interacional e textual – fundamentam o estudo das imagens. Os resultados mostram que os textos visuais são relevantes principalmente para aprendizes iniciantes entenderem o conteúdo da atividade. A análise das imagens pode contribuir para a aprendizagem, porque fazem parte do significado geral e auxiliam os alunos na compreensão da atividade como um todo. Os resultados também apontam para a importância de se trabalhar com multimodalidade em contextos de ensino e aprendizagem de línguas.Palavras-chave: multimodalidade, análise visual, livros didáticos de Inglês, aprendizagem de Inglês.Unisinos2015-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2015.131.01Calidoscópio; Vol. 13 No. 1 (2015): January/April; 5-13Calidoscópio; v. 13 n. 1 (2015): janeiro/abril; 5-132177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosenghttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2015.131.01/4631Salbego, NayaraHeberle, Viviane MariaBalen, Maria Gabriela Soares da Silvainfo:eu-repo/semantics/openAccess2015-09-29T12:35:24Zoai:ojs2.revistas.unisinos.br:article/8520Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2015-09-29T12:35:24Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false
dc.title.none.fl_str_mv A visual analysis of English textbooks: Multimodal scaffolded learning
Análise visual de livros didáticos de Inglês: multimodalidade facilitando a aprendizagem
title A visual analysis of English textbooks: Multimodal scaffolded learning
spellingShingle A visual analysis of English textbooks: Multimodal scaffolded learning
Salbego, Nayara
title_short A visual analysis of English textbooks: Multimodal scaffolded learning
title_full A visual analysis of English textbooks: Multimodal scaffolded learning
title_fullStr A visual analysis of English textbooks: Multimodal scaffolded learning
title_full_unstemmed A visual analysis of English textbooks: Multimodal scaffolded learning
title_sort A visual analysis of English textbooks: Multimodal scaffolded learning
author Salbego, Nayara
author_facet Salbego, Nayara
Heberle, Viviane Maria
Balen, Maria Gabriela Soares da Silva
author_role author
author2 Heberle, Viviane Maria
Balen, Maria Gabriela Soares da Silva
author2_role author
author
dc.contributor.author.fl_str_mv Salbego, Nayara
Heberle, Viviane Maria
Balen, Maria Gabriela Soares da Silva
description This paper investigates how multimodality in English textbooks may scaffold learning through visual texts. It provides a multimodal analysis of images, integrated with verbal texts and proposed language activities, in order to explain how the visual meanings may enhance students’ understanding of language and content. Kress and van Leeuwen’s visual grammar grounds the image analysis, which is discussed in light of the three metafunctions – representational, interactional and compositional. Findings show that the visual texts are relevant for beginners to understand the content of the activity. The analysis of the images may contribute to scaffold learning in that they are part of the overall meaning, supporting students’ understanding of the activity as a whole. Results also point to the importance of working with multimodality in language learning contexts.Keywords: multimodality, visual analysis, English textbooks, learning English.
publishDate 2015
dc.date.none.fl_str_mv 2015-04-30
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.unisinos.br/index.php/calidoscopio/article/view/cld.2015.131.01
url https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2015.131.01
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2015.131.01/4631
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Unisinos
publisher.none.fl_str_mv Unisinos
dc.source.none.fl_str_mv Calidoscópio; Vol. 13 No. 1 (2015): January/April; 5-13
Calidoscópio; v. 13 n. 1 (2015): janeiro/abril; 5-13
2177-6202
reponame:Calidoscópio (Online)
instname:Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron:Unisinos
instname_str Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron_str Unisinos
institution Unisinos
reponame_str Calidoscópio (Online)
collection Calidoscópio (Online)
repository.name.fl_str_mv Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)
repository.mail.fl_str_mv cmira@unisinos.br || cmira@unisinos.br
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