A Multimodal Perspective on Textuality and Contexts

Autor/in	Jewitt, Carey
Titel	A Multimodal Perspective on Textuality and Contexts
Quelle	In: Pedagogy, Culture and Society, 15 (2007) 3, S.275-289 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Teaching Methods; Instruction; Semiotics; Linguistics; Science Curriculum; English Instruction; English Curriculum + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching process; Unterrichtsprozess; Semiotik; Linguistik; English langauage lessons; Englischunterricht
Abstract	Textuality is often thought of in linguistic terms; for instance, the talk and writing that circulate in the classroom. In this paper I take a multimodal perspective on textuality and context. I draw on illustrative examples from school Science and English to examine how image, colour, gesture, gaze, posture and movement--as well as writing and speech--are mobilized and orchestrated by teachers and students, and how this shapes learning contexts. Throughout the paper I discuss the issues raised by a multimodal perspective for the conceptualization of text and learning context, and how this approach can contribute to learning and pedagogy more generally. I suggest that attending to the full ensemble of communicative modes involved in learning contexts enables a richer view of the complex ways in which curriculum knowledge (and policy) is mediated and articulated through classroom practices. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10